ROL DEL SERVICIO DE ORIENTACIÓN EN UNIVERSIDADES DE FRANCIA, EE.UU., CANADÁ, REINO UNIDO Y ESPAÑA
Bibliographic record
Abstract
Con la implantacion del nuevo modelo universitario del Espacio Europeo de Educacion Superior (EEES), los Servicios de Orientacion en la Etapa Terciaria son imprescindibles como apoyo a los estudiantes en aspectos academicos, personales, toma de decisiones, itinerarios y salidas profesionales. Este estudio se ha llevado a cabo a traves del analisis cualitativo de la informacion que ofrece la pagina Web de estos servicios en universidades de Espana, Francia, Estados Unidos, Canada y Reino Unido. Para ello, se ha disenado una rejilla de evaluacion que consta de una parte general (visibilidad, navegacion, enlaces, etc.) y otra especifica relativa al campo de la orientacion (futuros estudiantes, familia, alumni, etc.). Los resultados obtenidos nos permiten conocer cuales son los aspectos importantes que se deben contemplar en todo Servicio de Orientacion Universitario, asi como generar un modelo de Servicio de Orientacion para las Universidades espanolas. Palabras clave: Educacion terciaria, Servicios de orientacion universitarios, TIC, Orientador universitario. With the introduction of the new European Higher Education Area (EHEA) university model, Guidance Services in Tertiary Education are essential to support students in academic, personal, decision-making aspects and for professional journeys and stays. This study was based on qualitatively analysing the information offered about these services on the web sites of universities in Spain, France, the United States, Canada and the United Kingdom. For this purpose, a repertory grid was designed, which comprises a general part (overview, browser, links, etc.) and a more specific one relating to the field of guidance (future students, family, alumni, etc.). The results obtained allow us to know not only the important aspects that must be considered in all University Guidance Services, but also how to construct a Guidance Service Model for Spanish universities.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.008 | 0.002 |
| Scholarly communication | 0.007 | 0.001 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.009 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".