Emotional Intelligence and Executive Functions in the Prediction of Prosocial Behavior in High School Students. An InterDisciplinary Approach between Neuroscience and Education.

One of the most analyzed variables in educational research is prosocial behavior, given its relevance and its application in favor of a culture of peace, the construction of solid democratic societies and the development of social justice. For this reason, it is necessary to extend the knowledge of predictors of prosocial behavior so that they can be transferred to teaching practice. The research reported here was carried out using a quantitative methodology through a survey, based on data collection instruments, whose data were treated statistically by means of descriptive, correlational and predictive analyses. The results obtained suggest that emotional intelligence has a strong predictive capacity for prosocial behavior while executive functions show a mild-moderate predictive behavior. In the conclusions and discussion, we provide a series of arguments on some of the results obtained in contrast with previous literature, as well as incorporating limitations of the study and prospects for future research.

Check-list and questionnaire datasets on diversity in Spain's higher education.

Universities around the world, and particularly Spanish universities, are involved in the process of implementing diversity policies and practices, although productivity rankings have not yet considered inclusion indicators in their quality approaches. The current paper, which is a result of a national research project (No. EDU2017-82,862-R), describes two rich datasets on the issue of diversity in Spain's universities. Data were obtained by using a check-list and a questionnaire, collected in samples of 81 and 33 institutions, respectively. In particular, the paper provides extended descriptive data on institutionalisation of diversity indicators corresponding to philosophy and policy, and practices, that have been analysed in the article entitled 'Exploring the Status of Diversity in Policies and Practices of Spanish Universities. An Asymmetric Dual Model' [1]. It also reports descriptive statistics for indicators and areas by type of university (public vs. private). In addition, it shows graphical comparative data on standard scores of policies and practices vs. productivity indicators (global and partial U-Ranking indexes). Researchers, policy makers and practitioners could benefit from datasets, as they provide information on a good number of indicators reflecting strengths and weaknesses in university policies and practices in the field of diversity.

Exploring the status of diversity in policies and practices of Spanish universities. An asymmetric dual model.

Higher education across the world is currently in the throes of assuming a commitment to diversity. However, certain critical positions maintain that such evolution is still guided by market principles. Within such a context, this paper explores what attention is given to diversity in Spanish university policies and practices and how it relates to key productivity indicators. To do so, a study with a descriptive and correlational design was conducted, based on analysing institutional documents and surveying chief diversity officers, techniques which provided evidence about diversity philosophy and practices, respectively. The results revealed at least an average level of institutionalisation of diversity, although it did not demonstrate, in most of the areas, any association with indicators derived from a consolidated ranking by productivity in Spain. The conclusion is that Spanish universities have adopted an asymmetric dual model, in which neo-liberal ideas maintain their hegemony while, although subordinately, certain innovations have been consolidated in parallel in order to protect a number of vulnerable groups under the rhetoric of equity and social justice.

Evaluating the institutionalisation of diversity outreach in top universities worldwide.

The participation of diverse demographics in higher education has risen over the last half-century; meanwhile, different political and social tiers have been assigning a more active role to institutions in terms of equality and social justice. This change in circumstances has led to the roll out of processes to institutionalise diversity outreach. This study was conducted for the clear purpose of assessing the current institutionalisation status of diversity outreach in 127 key universities from the Academic Ranking of World Universities based on the opinions of diversity outreach managers and the information published on institutional websites, in turn measuring compliance with various indicators. A qualitative analysis of the institutional statements, the goals sought through strategic plans and the definitions of diversity itself was also conducted. The evidence reveals the early stage of the institutionalisation process in universities on account of the low percentage obtained for the proposed indicators. Furthermore, the study failed to exhibit significant differences in this process in terms of the institutional ownership or position held in the ranking; however, more prominent progress was noted in the North-American region when geographical differences were taken into account, likely as a result of the historical background in the advocacy for equal opportunities. Lastly, a change of approach to the conceptualisation of diversity is suggested in favour of equality and social justice.