Examinando por Autor "Chamoun-Nicolas, Habib"

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From distributive & integrative to trans-generational negotiations. A statistical approach
(CAIRN.INFO, 2018) Chamoun-Nicolas, Habib; Rabadán Pérez, Francisco; D. Hazlett, Randy; Ibar Alonso, Raquel
In this paper, we identify a type of negotiation beyond the well-documented distributive and integrative categories in which the negotiators transcend the transaction and break away from the paradigms of individualism, which dictates that the only possible way to achieve success is by manipulating others for personal gain, emphasizing selfishness. A negotiation can only be transcendent by recognizing the human dimension of the other, prioritizing being over having, respecting the dignity of others, honouring agreements and maintaining the power of one’s word. Negotiations conducted in this manner have the potential to extend benefits to future generations (Chamoun et al. 2016). In addition to defining and identifying the Transcendent Negotiation, a statistical analysis poll, Opinión Pública y Política Fiscal XXXI (Linguaserve IS, 2017) and XXXII (Linguaserve IS, 2017), of 5000 households in Spain from the CIS (Centre of Sociological Research of Spain) was used to discern various social profiles of negotiating agents characterized by four factors (spiritual happiness, negotiating power, interpersonal ethics, and institutional ethics) and two variables (level of interpersonal trust and degree of self-empowerment). Groups with similar characteristics were identified from the statistical analysis and named according to negotiation theory and virtues. The original intent of using this statistical robust survey was to investigate the effect that the four factors and two variables mentioned above have on Transcendent negotiations. The groups were named according to negotiation theory and virtues. These are free riders, passer-by’s, pretenders, equilibrated well-positioned, outraged, equilibrated mediocre, and fighters. We observed tendencies from the statistical data group that are in line with the principles of Transcendence negotiation described in this paper.
Teaching Tools to Enhance Student Engagement in Higher Education
(Ignatianum University in Cracow ; Abat Oliba CEU University in Barcelona, 2024-12-30) Chamoun-Nicolas, Habib; Rabadán Pérez, Francisco; Ramírez-Muñoz, María Victoria
Abstract: This project aims to identify the most effective tools for increasing student engagement. By exploring various teaching tools and their impact on student involvement, the research seeks to provide insights into enhancing educational experiences. Objectives of the research: The primary objective of this research is to identify the most effective tools for increasing student engagement. By understanding which tools best capture and maintain student interest, educators can improve their teaching strategies and outcomes. Research methods: The research employs an ad hoc questionnaire designed to measure the engagement capacity of various teaching tools. Additionally, principal component analysis (PCA) and machine learning forward regression are utilized to analyze the data and identify key factors influencing student engagement. Structure of the article: The article is structured into several sections: Introduction, Methodology and Results (including sampling, PCA, and forward regression), Discussion, and Conclusions. Each section provides a detailed examination of the research process and findings. Research findings: The findings indicate that active interaction and modular organization significantly promote student engagement. A student's inability to respond to questions about improving a subject often indicates a lack of interest. Engagement increases when previous teaching experiences have not incorporated interactive tools. Pre-class homework assignments enhance interest and make courses more practical. Tools that facilitate teacher-student interaction improve engagement, regardless of whether the teaching style is based on the teacher’s practical experience or a student-centered approach. Conclusions and recommendations: This research identifies several factors that significantly influence student engagement, including a modular structure, active classroom participation, pre- and post-class assignments, content quality, teaching style, and interaction through discussion platforms. By focusing on these elements, educators can create more engaging and effective learning environments.