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Si us plau utilitzeu sempre aquest identificador per citar o enllaçar aquest document: https://hdl.handle.net/2445/227808
Transiciones y trayectorias de los estudiantes internacionales en el nivel de máster
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[spa] En las últimas décadas ha habido un incremento del número de titulaciones, estudiantes y de los flujos de movilidad internacional en los másteres; así como una falta de investigaciones de este ámbito en nuestro contexto. La finalidad de esta investigación es analizar el proceso de transición de los estudiantes internacionales a lo largo de su experiencia de movilidad, profundizando en las experiencias de aquellos procedentes de Latinoamérica y el Caribe. Los objetivos son: 1) analizar el perfil de los estudiantes de máster y comprobar las diferencias existentes en función de la procedencia; 2) conocer el proceso y los factores que han intervenido en la decisión y planificación del proyecto de movilidad; 3) analizar la transición académica y la integración social de los estudiantes y 4) explicar las situaciones vividas por los estudiantes internacionales en el cierre del proyecto. El análisis teórico integra los conceptos principales de esta investigación: la formación de máster en nuestro país y su importancia cuantitativa; la internacionalización y magnitud del fenómeno de la movilidad internacional; los modelos teóricos y la evidencia empírica en tomo a los procesos de transición de los estudiantes internacionales desde una perspectiva del ciclo vital. El diseño metodológico da respuesta a la complejidad del fenómeno analizado. A partir de la complementariedad de los métodos mixtos se propone un diseño cuantitativo y cualitativo en el que existe una retroalimentación y triangulación entre los datos obtenidos desde ambas perspectivas. Se ha aplicado un diseño secuencial explicativo: fase cuantitativa (empleando el programa SPSS v.24 para el análisis de datos), a través de un cuestionario de transición inicial al máster sobre una muestra de estudiantes nacionales e internacionales de 14 másteres de Ciencias Sociales de la UB y UAB (n = 314; tasa de respuesta del 68,9%), en el que se han analizado las diferencias entre los estudiantes internacionales y autóctonos. En la fase cualitativa se realizó una entrevista semiestructurada a 10 estudiantes de Latinoamérica y el Caribe, analizada con el programa NVivo v.11. Los resultados muestran perfiles claros asociados a la reg1on de procedencia que confirman la heterogeneidad del colectivo de estudiantes móviles en el nivel de máster y la especificidad de los LyC. Se hallan diferencias en el patrón motivacional de acceso asociadas a la naturaleza del máster. El peso de estas variables también se ha confirmado en el proceso de transición, que señala como variables predictoras de la satisfacción académica: la motivación intrínseca, la satisfacción con la formación previa, la adaptación y la procedencia. El estudio cualitativo nos ha permitido profundizar en las diferentes etapas del ciclo de vida del estudiante internacional, establecer cada una de ellas como una etapa con características propias e identificar los factores contextuales y personales que inciden en el proceso de elaboración del proyecto de movilidad y de adaptación al nuevo ámbito sociocultural y académico. Los resultados y su discusión posterior nos han llevado a establecer un conjunto de propuestas o recomendaciones para mejorar, desde la perspectiva institucional y de la orientación, esta transición específica.
In recent decades there has been an increase in the number of degrees, students and international mobility flows in master's degrees, as well as a lack of research in this area in our context. The purpose of this research is to analyze the transition process of international students throughout their mobility experience, delving into the experiences of those from Latin America and the Caribbean. The objectives are: 1) to analyze the profile of master's degree students and to verify the existing differences depending on their origin; 2) to know the process and the factors that have intervened in the decision and planning of the mobility project; 3) to analyze the academic transition and social integration of the students and 4) to explain the situations experienced by international students at the end of the project. The theoretical analysis integrates the main concepts of this research: master's education in our country and its quantitative importance; internationalization and magnitude of the phenomenon of international mobility; theoretical models and empírical evidence on the transition processes of international students from a life cycle perspective. The methodological design responds to the complexity of the analyzed phenomenon. Based on the complementarity of mixed methods, a quantitative and qualitative design is proposed in which there is feedback and triangulation between the data obtained from both perspectives. A sequential explanatory design has been applied: quantitative phase (using SPSS v.24 for data analysis), through a questionnaire of initial transition to the master's degree on a sample of national and international students of 14 master's degrees in Social Sciences of the UB and UAB (n = 314; response rate of68.9%), in which the differences between international and native students have been analyzed. In the qualitative phase, a semi-structured interview was conducted with 1O students from Latin America and the Caribbean, analyzed with the NVivo v.11 program. The results show clear profiles associated with the region of origin that confirm the heterogeneity of the group of mobile students at the master's level and the specificity of the LyC. There are differences in the motivational pattem of access associated with the nature of the master's degree. The weight of these variables has also been confirmed in the transition process, which indicate as predictor variables of academic satisfaction: intrinsic motivation, satisfaction with previous training, adaptation and origin. The qualitative study has allowed us to delve into the different stages of the international student's life cycle, to identify each of them as a stage with its own characteristics, to identify the contextual and personal factors that affect the process of developing the mobility project and adapting to the new sociocultural and academic environment. The results and their subsequent discussion have led us to establish a set of proposals or recommendations to improve, from an institutional and orientation perspective, this specific transition.
In recent decades there has been an increase in the number of degrees, students and international mobility flows in master's degrees, as well as a lack of research in this area in our context. The purpose of this research is to analyze the transition process of international students throughout their mobility experience, delving into the experiences of those from Latin America and the Caribbean. The objectives are: 1) to analyze the profile of master's degree students and to verify the existing differences depending on their origin; 2) to know the process and the factors that have intervened in the decision and planning of the mobility project; 3) to analyze the academic transition and social integration of the students and 4) to explain the situations experienced by international students at the end of the project. The theoretical analysis integrates the main concepts of this research: master's education in our country and its quantitative importance; internationalization and magnitude of the phenomenon of international mobility; theoretical models and empírical evidence on the transition processes of international students from a life cycle perspective. The methodological design responds to the complexity of the analyzed phenomenon. Based on the complementarity of mixed methods, a quantitative and qualitative design is proposed in which there is feedback and triangulation between the data obtained from both perspectives. A sequential explanatory design has been applied: quantitative phase (using SPSS v.24 for data analysis), through a questionnaire of initial transition to the master's degree on a sample of national and international students of 14 master's degrees in Social Sciences of the UB and UAB (n = 314; response rate of68.9%), in which the differences between international and native students have been analyzed. In the qualitative phase, a semi-structured interview was conducted with 1O students from Latin America and the Caribbean, analyzed with the NVivo v.11 program. The results show clear profiles associated with the region of origin that confirm the heterogeneity of the group of mobile students at the master's level and the specificity of the LyC. There are differences in the motivational pattem of access associated with the nature of the master's degree. The weight of these variables has also been confirmed in the transition process, which indicate as predictor variables of academic satisfaction: intrinsic motivation, satisfaction with previous training, adaptation and origin. The qualitative study has allowed us to delve into the different stages of the international student's life cycle, to identify each of them as a stage with its own characteristics, to identify the contextual and personal factors that affect the process of developing the mobility project and adapting to the new sociocultural and academic environment. The results and their subsequent discussion have led us to establish a set of proposals or recommendations to improve, from an institutional and orientation perspective, this specific transition.
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VALLS FIGUERA, Robert guerau. Transiciones y trayectorias de los estudiantes internacionales en el nivel de máster. [consulta: 4 de abril de 2026]. [Disponible a: https://hdl.handle.net/2445/227808]