Person:
Pascual Ezama, David

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First Name
David
Last Name
Pascual Ezama
URI
https://hdl.handle.net/20.500.14352/74884
Affiliation
Universidad Complutense de Madrid
Faculty / Institute
Ciencias Económicas y Empresariales
Department
Administración Financiera y Contabilidad
Area
Economía Financiera y Contabilidad
Identifiers
UCM identifierORCIDScopus Author IDWeb of Science ResearcherIDDialnet IDGoogle Scholar ID

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2020 - 20235
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Start date: 2020 × Has files: true ×

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Now showing 1 - 5 of 5
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    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, Carlos
    Purpose – 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.
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    Internationalizing the business school: A comparative analysis of English-medium and Spanish-medium instruction impact on student performance
    (Evaluation and Program Planning, 2023) Del Campo Campos, Cristina; Urquía Grande, María Elena; Pascual Ezama, David
    Business degrees have been pioneers in adopting the internationalization of Higher Education Institutions with the option of English as Medium of Instruction (EMI). Research has grown about the EMI versus non-EMI lecturers and students’ performance measured through perception, motivation, discursive analysis or satisfaction measures. However, results have not been conclusive in the scarce number of papers comparing quantitative course grades of EMI versus non-EMI students. The aim of this research paper is to prove that there is no difference in attaining learning objectives among students within a Business Administration Degree in Spain regardless the language of instruction. The present observational study considers all enrolled freshman throughout a horizon of six consecutive years allowing more reliable results not affected by the specificities of courses or years. All 212 students in the EMI track were matched to non-EMI track counterparts taking into account all available covariates. Results not only show that there is no difference in the attained learning objectives between the two tracks, but also that EMI students' grades are in fact better than their non-EMI counterparts, which might help to remove the believe many still have on the lower academic attainment of those following an EMI track.
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    Project number: 359
    Metodologías docentes aplicadas a la Red internacional de Laboratorios de Proyectos de Emprendimiento Universitarios
    (2022) Bel Durán, Paloma; Abril Barrie, María del Carmen; Arranz Torres, Héctor; Barrio Calvo, Bárbara María; Cubo Trenado, María Esther; García Csaky, Aurelio; García de Madariaga Miranda, Jesús; Gómez Marfil, Emilio; De la Iglesia Villasol, MA. Covadonga; Lara Cuenca, María del Pilar; Lejarriaga Pérez de las Vacas, Gustavo; López Herraiz, Joaquín; Martín Escudero, M. Del Pilar; Pascual Matallana, Alvaro; Pascual Ezama, David; Peinado Y Miguel, Fernando; Pérez-Urria Carril, Elena; Rodríguez Barba, Dolores; Salas Paniagua, Alba; Sánchez Espada, Javier; Sandulli, Francesco Domenico; Serrano López, Dolores Remedios; Casado Pérez, Josefa
    El emprendimiento como disciplina científica se asienta sobre dos pilares fundamentales: la transversalidad y la internacionalización. Son estos los que requieren una planificación para la aplicación de metodologías que fortalezcan el emprendimiento.
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    Project number: 218
    La docencia en emprendimiento y emprendimiento social en los ecosistemas universitarios de referencia
    (2020) Bel Durán, Paloma; Lejarriaga Pérez de las Vacas, Gustavo Raul; López-Varela Azcárate, Asunción; García Csaky, Aurelio; Casado Pérez, Josefa; Martín Escudero, M. Del Pilar; Cubo Trenado, María Esther; Pascual Ezama, David; López Núñez, María Inmaculada; Prieto Fernández, Victor; Salas Paniagua, Alba; Rodríguez Fernández, Luis Alberto; Sánchez Espada, Javier; Rodríguez Barba, Dolores; Fernández Incera, Juan Carlos; Barrio Calvo, Bárbara María
    El Proyecto procura ayudar a establecer un mapa de la docencia en emprendimiento y en emprendimiento social que pudiera ser incorporado a nuestro propio ecosistema de emprendimiento UCM aprendiendo de las experiencias externas y analizando las posibilidades de extrapolarlas. El objetivo último del proyecto es reforzar, a través de la docencia, la creación de un ecosistema emprendedor que ofrezca a los emprendedores universitarios todas las herramientas necesarias para su desarrollo.
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    Project number: 135
    Evaluación del perfil competencial del estudiantado UCM por nivel de iniciativa emprendedora y género. Validación del Modelo Entrecomp de competencias emprendedoras
    (2021) López Núñez, María Inmaculada; Arranz Torres, Héctor; Barrio Calvo, Barbara; Pascual Matallana, Alvaro; Salas Paniagua, Alba; Sánchez Espada, Javier; Casado Pérez, Josefa; Cubo Trenado, María Esther; Abril Barrie, Carmen; Álvarez García, Gema; Arquero Avilés, María Del Rosario; Bel Durán, Paloma; Castaño Collado, Gloria; Díaz Matey, Gustavo; Díaz Ramiro, Eva María; García Csaky, Aurelio; García De Madariaga, Jesús; De la Iglesia Villasol, MA. Covadonga; Wanda Kozusznik, Malgorzata; Lejarriaga Pérez de las Vacas, Gustavo; Martín Escudero, M. Del Pilar; Martín López, Sonia; Martín Seoane, Gema; Pascual Ezama, David; Pérez-Urria Carril, Elena; Real Rodríguez, Elena; Reig Ramellat, Rosa María; Rodriguez Domenech, Isabel; Rubio Valdehita, Susana; Sánchez-Elez Martín, Marcos; Sánchez-Herrero Arbide, Silvia Andrea; Fajardo Peña, Pablo; López Núñez, Mª Elena; Molina, Agustín
    Examinar la relación entre las competencias emprendedoras propuestas por el Marco Europeo de Competencias Emprendedoras (Entrecomp) y el nivel de intención emprendedora. Se consideran las siguientes variables: sexo, estudios que realiza, si compagina trabajo y estudio, y Universidad en la que estudia.