Person: Del Campo Campos, Cristina
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First Name
Cristina
Last Name
Del Campo Campos
Affiliation
Universidad Complutense de Madrid
Faculty / Institute
Ciencias Económicas y Empresariales
Department
Economía Financiera, Actuarial y Estadística
Area
Estadística e Investigación Operativa
Identifiers
6 results
Search Results
Now showing 1 - 6 of 6
Item Impacto de la motivación intrínseca en el rendimiento académico a través de trabajos voluntarios: Un análisis empírico(Revista Complutense de Educacion, 2015) Camacho Miñano, María del Mar; Del Campo Campos, CristinaEl rendimiento académico de los alumnos es un aspecto clave para todos los agentes implicados en una educación superior de calidad. Sin embargo, no hay unanimidad sobre la forma de medirlo. Algunos profesionales se decantan por evaluar únicamente aspectos cognitivos y otros por la adquisición de competencias. La necesidad de que se formen profesionales cada vez más adaptados a las exigencias de las empresas y/o que puedan competir a nivel internacional en un mercado de trabajo global requiere de una formación más allá de conocimientos aprendidos de memoria. La capacidad de crítica, de razonamiento lógico y de redacción escrita son habilidades muy demandas actualmente en el campo de las Ciencias Sociales. El objetivo de este estudio es demostrar empíricamente el impacto que los trabajos voluntarios tienen en el rendimiento académico de los alumnos. Nuestra hipótesis de partida es que los alumnos que hacen todos los trabajos voluntarios con calidad son aquellos más motivados y, por ende, son los que sacan mejores notas. Para demostrarlo se ha realizado un experimento con los alumnos de “Financial Accounting II” del curso 2012/13 en la Facultad de Ciencias Económicas y Empresariales de la UCM. Se han planteado una serie de trabajos voluntarios que suponen la elaboración de ensayos contables, con la finalidad de desarrollar habilidades y competencias en materias complementarias a las valoradas en el currículo de la asignatura. Al final del curso, se ha comparado tanto la realización o no del ensayo como su calidad crítica, reflexiva y de redacción. Los resultados obtenidos demuestran una relación entre los trabajos de calidad presentados voluntariamente y la nota final de la asignatura. Esto supone que la motivación intrínseca del alumno es un elemento clave para su rendimiento académico. El rol del profesor se focaliza en ser un elemento motivador del aprendizaje.Item Solving the mystery about the factors conditioning higher education students' assessment: Finland versus Spain(Education and Training, 2020) Camacho Miñano, María del Mar; Del Campo Campos, Cristina; Urquía Grande, Elena; Pascual Ezama, David; Akpinar, Murat; Rivero Rodríguez, CarlosPurpose – The purpose of this paper is twofold: first, to compare the assessment in two subjects of the Business Administration Degree between Finland and Spain and, second, to test whether there are factors such as gender, age, subject, students’ motivation, or preferences that may have an impact on the assessment. Design/methodology/approach – A survey was designed for students enrolled in Statistics and Financial Accounting subjects in the two universities, and multivariate statistical analysis was run. Findings – First, coursework marks are higher than the final examination marks. In both universities and subjects, learning is enhanced by student involvement in coursework activities that are directly related to the learning outcomes. Second, there are differences in assessment by culture, gender, and type of subject. Finnish students are more used to work in teams and apply varied teaching resources than Spanish students. Research limitations/implications – The sample size and the analyses are from two subjects in two universities. More similar studies are needed to generalize the findings. Practical implications – There are several implications for Higher Education. First, university policymakers should design training courses on the good implementation of new assessment processes and criteria in order to align learning objectives and assessment criteria. Second, teachers from different countries should openly discuss their manner of assessment and promote creativity and innovation in their methodologies to assess learning outcomes. Third, students should engage with deeper learning and competence development in subjects. This will contribute to their future employability. Originality/value – Our findings not only question the concept of assessment validity and the compulsory relationship between assessment and learning but also provide suggestions to improve assessment criteria.Item Exploring auditors’ stereotypes: the perspective of undergraduate students(Revista de Contabilidad, 2017) Navallas, Begoña; Del Campo Campos, Cristina; Camacho Miñano, María del MarWe report the results of a study that examines university students’ perceptions about the public image of auditors through their stereotypes and their changes in attitudes after an extra-curricular activity with professionals, sponsored by a well-known and prestigious professional organisation of auditors in Spain. In our experimental study, we examine whether real life contact for students is a way to change their stereotypes on the auditing profession. Participants completed a preliminary and also a post-survey, both pen-and-paper, in order to analyse the students’ final impressions and the evolution oftheir perception of auditors’ stereotypes. Both surveys were divided in three different sections: demographic data, general perceptions towards the activity, and 30 questions with regard to the perceptions of an average auditor compared to an average individual. Results indicate that, indeed, the activity changed the students’ view to consider auditors as more warm, more available to work in teams, more modest, more tender-minded, and less impulsive.Item Useful interactive teaching tool for learning: clickers in higher education(Interactive Learning Environments, 2016) Camacho Miñano, María del Mar; Del Campo Campos, CristinaMany university lecturers are encouraged to implement innovative teaching tools and methodologies such as clickers in order to create an interactive learning environment and improve student learning, but its performance must be evaluated. The aim of this paper is to test empirically the impact of the use of clickers on students’ learning processes. The teaching experience applied to the subject of Financial Accounting is specifically described. The total sample size is 77 students from a Business Administration and Economics Degree, taught in English and in Spanish. The analysis, using multivariate techniques, of the questionnaire responses, students’ grades and a reflexive experience of the lecturer conclude that learning with clickers is effective. There is a positive relationship between grades and intrinsic motivation through clickers. Consequently, the students’ marks are related to its intrinsic motivation, feedback to understanding, students’ discussion and its negative aspects but not gender nor age.Item The benefits of providing contact with practitioners in round table forums: Undergraduate student perception of the experience(The International Journal of Management Education, 2016) Del Campo Campos, Cristina; Navallas, Begoña; Camacho Miñano, María del MarThe aim of this paper is to analyse university students’ perceptions about the role of auditors presenting some ‘hot topics’ as a part of an extra-curricular activity at the university. In particular, we want to test (1) the perception undergraduate students have of those auditing real-life focused activities and (2) the factors that affect this perception in undergraduates. This paper evidences, through a survey with 388 students, the validity of professional experience activities in order to encourage undergraduates’ employability in auditing and accounting firms from the beginning of their studies. Implications for stakeholders are also presented.Item The role of creativity in entrepreneurship: an empirical study on business undergraduates(Education and Training, 2017) Camacho Miñano, María del Mar; Del Campo Campos, CristinaPurpose – The purpose of this paper is to analyse the creativity level of business administration undergraduates who have attended an entrepreneurship seminar in contrast to those that have not. Design/methodology/approach – Using two samples of Spanish students, the factors that condition the creation of new start-ups are analysed. A survey following the creativity items from the Kirton Adaption-Innovation (KAI) inventory was employed for a start-up seminar students and a control sample. Non-parametric tests were carried out on the responses. Findings – The results show that Spanish business students’ entrepreneurial intentions are not conditioned by entrepreneurial courses, parental self-employment or by their creativity level. However, there are differences in creativity level by genders for their future ability to start-up a company. Practical implications – There are no external constraints on not being an entrepreneur, who plays a fundamental role in the future of a country and it is a way to reduce current youth unemployment rates. Social and educational implications are also presented. Originality/value – The use of the KAI inventory as a proxy of creativity index is original in the research. Moreover, this study contributes to a better understanding of the factors in becoming an entrepreneur, through exposure to creativity, growing up around businesses and awareness of individual creativity index. Integration of university courses with entrepreneurship actions will be of interest to the society development.