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Item Las preferencias de género de los mentores: El mentoring en la educación superior y las diferencias de género(Ediciones Universidad de Salamanca, 2023-02-22) Tinoco-Giraldo, H.; Torrecilla-Sánchez, E. M.; García-Peñalvo, F. J.Introducción: Los programas de mentoring mejoran la confianza, la satisfacción, la productividad y la promoción profesional de los mentees en educación superior. Su eficacia puede verse limitada si no se tienen en cuenta las preferencias de género de los mentees o si no se satisfacen las expectativas de los mismos en cuanto a las relaciones de mentoring. Método: Examinamos las preferencias de género de los mentores de los estudiantes de octavo semestre de Medicina de una universidad estadounidense y las áreas de interés que se registraron durante la aplicación de una encuesta de emparejamiento mentee-mentor para los participantes de un programa de mentoring virtual 2019-2020. Todos los participantes fueron encuestados sobre las preferencias de los mentores, incluyendo el género y el interés de la carrera, antes de asignar su mentor en el programa. Resultados: De los 161 mentees participantes que respondieron a las encuestas el 67 % eran mujeres. El 46 % de los participantes declararon su preferencia por un mentor femenino, el 14 % por un mentor masculino y el 31 % restante no tenían ninguna preferencia de género. Los intereses profesionales fueron similares entre los participantes. Conclusión y discusiones: Es indispensable ayudar a eliminar el prejuicio inconsciente entre los aliados masculinos y crear una visibilidad para el talento femenino en mentoring. Se identifican las razones por las que las mujeres pueden destacar en el mentoring. Como futura línea de investigación se vela por crear redes de aprendizaje mutuo, que generen diversidad e innovación y el crecimiento profesional.Item E-Mentoring Pilot Program in Academic Internships: Effectiveness in Improving Participants’ Competencies(MDPI, 2022-03-29) Tinoco-Giraldo, H.; Torrecilla-Sánchez, E. M.; García-Peñalvo, F. J.This research is interested in the role that mentoring can play as a strategy for academic and professional support in the academic internships of undergraduate students of a marketing program in a Colombian university, aiming to validate an e-mentoring model to stimulate the acquisition of professional competencies in students of academic internships. Thus, a quantitative approach-related group pre-posttest experimental type study (a pilot study) was carried out to validate the e-mentoring program. The sample consisted of 18 mentees with their respective 18 mentors, who were evaluated in three different phases (pretest mentee, posttest mentees, and posttest mentors). The results showed positive results, especially in four distinctive competencies (project management, problem-solving, autonomous work, and teamwork). On the other hand, the mentors confirmed elements associated with high satisfaction with the e-mentoring program through its design, purpose, the training provided, and the level of professional, logistical, and technological support.Item Evaluation of competencies for academic internship students(IEEE, 2021-09-30) Tinoco-Giraldo, H.; Torrecilla-Sánchez, E. M.; García-Peñalvo, F. J.The rules and regulations on academic internships require all trainees to be "competent" and "qualified", but there is little direction on how institutions can prove that their workers and internship personal are knowledgeable and qualified. Competencies necessity to be correctly assessed, tested and verify, to fulfill the regulations of academic internship experiences, so that competencies continue to be assessed by a "competency standard", which specifies all the skills, talents, knowledge, abilities and experience required for each competency. This paper provides a competency assessments procedure used for academic internship practices.Item An Analysis of LGBTQIA+ University Students’ Perceptions about Sexual and Gender Diversity(MDPI, 2021-10-25) Tinoco-Giraldo, H.; Torrecilla-Sánchez, E. M.; García-Peñalvo, F. J.The main objective of this study was to explore the perceptions of LGBTQIA+ students regarding sexual and gender diversity in the university context by (1) identifying conceptions about a being LGBTQIA+ student in the higher education context, (2) researching perceptions of the stigma and discrimination against, and inclusion of LGBTQIA+ students and (3) to recognize discourses and scenarios identified by students in the university context regarding sexual diversity and gender diversity, distinguishing their experiences in the classroom as well as in the university, with their peers and with their professors. This research was based on a quantitative method, the sample consisted of 171 students from the School of Medicine of a public university in the United States in the state of Texas. The results showed that there is currently a greater knowledge of the subject of sexual and gender diversity and of the spaces and resources offered by the university on the subject compared to previous years, however, it is found that knowledge is still limited and that this knowledge may possibly be due to the faculty in which they study.Item Evaluación de la percepción de los niveles de dominio competencial en práctica laboral(2020-10-05) Tinoco-Giraldo, H.; Torrecilla Sánchez, E. M.; García-Peñalvo, F. J.Este artículo detalla y analiza las percepciones del nivel de dominio de las competencias profesionales que los estudiantes en práctica laboral del programa de Mercadeo Nacional e Internacional de la Universidad de Manizales (Colombia), desarrollan, fortalecen o registran a partir del reconocimiento de sus tutores de práctica, sus empleadores y ellos mismos. Para efectos de esta investigación se contó con una muestra de estudiantes de sexto semestre en práctica empresarial y se aplicó un cuestionario de evaluación de competencias a partir de los indicadores de dominio. A tal efecto, se parte desde el reconocimiento del dominio competencial a partir del análisis de diferentes prioridades establecidas en dicha práctica. Los resultados ilustran que el nivel de dominio competencial de los estudiantes se encuentra entre el nivel básico y medio, en los cuales empiezan a demostrar las destrezas necesarias para participar de manera efectiva y productiva en sus prácticas laborales.Item E-Mentoring in Higher Education: A Structured Literature Review and Implications for Future Research(MDPI, 2020-06-03) Tinoco-Giraldo, H.; Torrecilla Sánchez, E. M.; García-Peñalvo, F. J.Mentoring in higher education helps learners acclimate to a new academic topic, increases the likelihood of academic success, and reduces attrition. Learners rely on the expertise and experience of mentors to help them graduate in a timely manner and advance on to their career. As online and distance education becomes more pervasive, computer-mediated mentoring allows learners to connect with their mentors in new ways. Research about mentoring in higher education includes investigations into the efficacy of virtual or e-mentoring. We conducted a literature review of research from 2009 to 2019 to identify relevant elements for implementing e-mentoring programs in higher education. Our research revealed that there is a consistent interest in the subject matter within educational research; however, there is a gap on virtual mentoring in higher education for students conducting offsite internships. Our research reviews e-mentoring programs, identifies how these programs are evaluated, identifies factors of successful programs, and establishes a research agenda in areas of e-mentoring programs for students in o site internships and how they can be structured to achieve the same level of successItem Development of a toolkit for a mentoring program(ACM, 2019-10-16) Tinoco-Giraldo, H.; Torrecilla Sánchez, E. M.; García-Peñalvo, F. J.The mentoring kit for a mentoring program provides the mentors with the necessary resources and tools to help to mentees and teams to understand, apply and integrate their strengths in their respective roles. The tools of the kit offer a working model with the mentee to develop an effective strategy that improves his/her performance through development based on strengths. One of the most effective methods for managing and developing talent within students are mentoring programs. These programs provide a vehicle in which knowledge and wisdom is shared while creating an environment for learning and growth. Novice mentors could benefit from a toolkit to help structure effective mentoring programs. This article describes such a toolkit to provide mentors with the necessary resources and tools to help mentees and teams to understand, apply and integrate their strengths in their respective roles. The objectives of this toolkit are: 1. Deliver models and structures so that the mentee has the ability to: - Develop transformational, theoretical and experiential learning processes. - Develop, evaluate and optimize your resources to function with greater creativity, prominence, leadership and proactivity. 2. Stimulate the development of skills that provide innovative perspectives. 3. Learn to apply the tools and skills acquired in the educational field to: - Understand and diagnose situations in context. - Develop intervention plans with his/her mentor adjusted to the needs and expectations of themselves. - Generate spaces for the identification of barriers and conflicts in his/her processes. - Stimulate actions to overcome challenges or opportunities. – Effective accompaniment of the mentees to reach their goals. Additionally, the tools included in the kit offer a working model for the mentee to develop an effective strategy that improves his/her performance through development based on strengths. This article presents the importance of the use of mentoring tools, under the guidelines of the mentoring toolkit design. This article presents the importance of the use of mentoring tools, under the guidelines of the mentoring toolkit design. This paper reflects simple tools that can be used in a systematic way so that in the mentoring process the participant can perform the most difficult task of all, that of investigating themselves and at the same time the mentor can count on valuable data to be able to facilitate the work. Future research will focus on the evaluation of the toolkit.