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This Worksheet presents the PAPERS' headers analyzed in RSL
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AuthorshipRESEARCH INVESTIGATION PERIODRESEARCH INVESTIGATION YEARRESEARCH PUBLICATION YEAR Publication titleAuthors filliation countriesCountries analysed1Countries analysed2Countries analysed3Countries analysed4Research problem or opportunity that origins the studyStudy objectivesMethod - Data collection techniqueMethod - Data analysis techniquePOPULATIONNumber of participantsLevelGender1Gender1Gender1Course1Course 2Course 3Which university/school?Which university/school?Which university/school?ResultsSuggestions for Future StudiesConclusionsRESEARCH REFERENCEComments from Team 4Competency Questions about Contextual Factors(OLD) Appendix B Competency Questions from Mapping Results(OLD) Appendix C "Missing Information" New Competency Questions from Team 4
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Universidade responsavel pela Análise do PAPERPortuguese DefinitionPeríodo no qual determinado fator contextual foi investigado por uma pesquisa.Ano ou anos nos quais determinado fator contextual foi investigado por uma pesquisa.Ano de publicação da pesquisa na qual determinado fator contextual foi investigado.Título da PublicaçãoPaíses de Filiação dos AutoresPaís Analisado (1)País Analisado (1)País Analisado (1)País Analisado (1)Problema de pesquisa ou lacuna que motivou o estudoObejtivos do estudoMétodo - Técnica de coleta de dadosMethod - Data analysis techniquePopulação investigada em uma pesquisa na qual um fator contextual foi identificado. Uma mesma pesquisa pode investigar mais de uma população e a mesma população pode ter sido investigada por mais de uma pesquisa.Número de participantes envolvidos no estudoNível de escolaridade dos pessoas participantes do estudoGênero dos ParticipantesGênero dos ParticipantesGênero dos ParticipantesNome do Curso (técnico, graduação, pós-graduação) dos participantes do estudoNome do Curso (técnico, graduação, pós-graduação) dos participantes do estudoNome do Curso (técnico, graduação, pós-graduação) dos participantes do estudoNome da Universidade ou Escola participante do EstudoNome da Universidade ou Escola participante do EstudoNome da Universidade ou Escola participante do EstudoResultados apresentados pelo estudoTrabalhos futuros indicados pelos estudosConclusões apresentadas no artigoReferência de uma pesquisa que investigou um ou mais fatores contextuais.Questões de Competência sobre os fatores contextuais identificados na Revisão Sistemática da Literatura
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UCBVidal Duarte, et al.2017
“Women in Software Development”: Hacia la retención de estudiantes mujeres en Ingeniería de Sistemas: Experiencia y Lecciones aprendidas
PerúPerú
existen algunas áreas de estudio, en las cuales el porcentaje de estudiantes mujeres es mucho menor al porcentaje de los estudiantes varones. se están considerando mecanismos para obtener la equidad de género y empoderar a las mujeres para que puedan realizar estudios universitarios en lo hoy denominado STEM evitando que influya en su decisión estereotipos, barreras culturales, falta de confianza, falta de visión de posibilidades y falta de conocimiento, por el contrario su decisión debe basarse en las capacidades y habilidades que posea.
generar un espacio de conversación y mentoría para alentar a las mujeres estudiantes de Ingeniería de Sistemas en cuanto a los nuevos retos, desafíos y oportunidades que tiene la carrera.
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alumnas desde el primer año hasta el quinto año de la Universidad Nacional de San Agustín
-facultyfemaleEngineeringEngineering
Universidad Nacional de San Agustín
Conversatorios: En Mayo del 2015 se organizó el conversatorio con la Ex alumna de la Escuela la Dra. Nelly Condori Fernández ella resaltó su línea de carrera, el cómo consiguió su beca de estudio y los temas actuales de investigación que desarrolla.
Ayudantías en los cursos de Programación: Se crearon equipos mixtos para asistir a cada uno de los grupos de laboratorio. El objetivo no fue sólo motivar a las alumnas destacadas del segundo año sino brindar un rol model cercano a las alumnas ingresantes.
Simposio Women in Software Devopment: En Diciembre del 2015 WSD organizó y participó del evento del mismo nombre en donde por primera vez estudiantes mujeres de las tres principales universidades de Arequipa se reunían para compartir un taller de programación, sus experiencias en la carrera y las dificultades que encontraban.
Conferencia CVMI: Como parte de los objetivos de WSD se invitó a participar a muchas alumnas de la EPIS como parte del comité organizador, haciendo que asuman diferentes tipos de responsabilidades a lo largo de la conferencia. Así mismo se les motivó a leer los artículos de los expositores para poder conversar con ellos sobre sus investigaciones.
Mentoría Pasantía Universidad de Chile: En el año 2016 la U.N.S.A lanzó la convocatoria de pasantías para estudiantes. Con el apoyo de docentes del WSD se orientó a las alumnas en el proceso de postulación y conseguir las cartas de invitación para realizar visitas a Universidades Líderes que desarrollaban proyectos alineados con los objetivos actuales de la EPIS.
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Es importante resaltar que en muchas de las actividades se ha buscado una participación activa de alumnas del primer y segundo año. Esto debido a que las mayores probabilidades de deserción ocurren en los primeros años de la carrera.
Se ha visto también que mostrarles a las estudiantes a través de charlas o mediante profesionales de industria invitadas las posibilidades de desarrollo profesional hace que se sientan más involucradas con su carrera y tengan un panorama claro sobre las diferentes opciones que existen para ellas, no solo a nivel local o nacional sino internacional.
Las alumnas se sienten acogidas y acompañadas no sólo a nivel académico por sus compañeras sino que han encontrado un espacio para poder desarrollarse como una comunidad que les brinda oportunidades de mejora a través de las diversas actividades que brinda WSD.
Vidal-Duarte, E. & Castro, E. (2017). “Women in Software Development”: Hacia la retención de estudiantes mujeres en Ingeniería de Sistemas: Experiencia y Lecciones aprendidas. Proceedings of the 15th LACCEI International Multi-Conference for Engineering, Education, and Technology: “Global Partnership for Development and Engineering Education”.
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UCBVidal, E., Castro, E., Montoya, S., Payihuanca, K.2020Closing the Gender Gap in Engineering: Students Role Model ProgramPerúPerúGender inequalities in the teaching of science, technology, engineering and mathematics (STEM). In higher education, only 35% of students who enrolled in majors related to STEM are women. Additionally, women leave STEM in disproportionate numbers during their studies. Program to create a community of female students that became role models who share their motivation to STEM with new female students and to take active participation in the recruitment process.--Female students. (not detailed)undergraduatefemaleEngineeringEngineering
The Professional School of Software Engineering at Universidad Nacional de San Agustín de Arequipa
The students feel welcomed and accompanied not only academically by their classmates, but they have also found a space to develop as a community that gives them opportunities for improvement. Keeping the community active is a key factor. Consultations must be resolved promptly, maintaining a good interaction with the team. Communities grow according to networking, therefore, interaction with members, assistants, and stakeholders is important. Showing students through talks or inviting industry professionals, the possibilities of professional development make them feel more involved in their career and have a clear picture of the different options that exist for them, not only at the local or national level but in an international level as well.Vidal, E., Castro, E., Montoya, S., & Payihuanca, K. (2020, September). Closing the gender gap in engineering: Students role model program. In 2020 43rd International Convention on Information, Communication and Electronic Technology (MIPRO) (pp. 1493-1496). IEEE.
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UFFGarcía-Holgado etal.20192020Percception of the gender gap in computer enginerring studies: a comparative study in Peru and ArgentinaSpain, Argentina, PeruPeru Argentina#na#naA lack of analytical and systematic studies capable of obtaining comparable statistics and indicators which shows actual situation of woman, as well their progress.Identify the perceptions of computer engeneering students about issues related to gender and diversityGENCE 2.0 (GENder perspective in Computer Engineering questionnarie) created by Garcia-HolgadoStatistical using SPSS Statistics 25Two Institution: 75 participants
1) National University of Rosario (Argentina) in the Computer Science degree (Faculty of Exavt Sciences, Engineering) - 34 students (20% female; 76% male; 3% not answered)
2) NAtional University of San Agustin of Arequipa (Systems Engineering and Computer Science) - 41 students 39% female; 60% male)
75all degrees#na#na#naSystems Engineering Computer Science (Faculty of Exavt Sciences, Engineering) #na
National University of Rosario (Argentina)
National University of San Augustin of Arequipa (Peru)#na- Familliar Support
33% did not received any support

- Academic Perception
In Argentin, men and women disagree in most of the items except the equality in the support received from the instittuition and the remunerations in similar positions
Argentine women consifer that men and women do not have the same opportunities to study engineering careesrs, unlinke men believe that both genders have the same opportunities.

- Social Perception

Peruvian men believe that there are no differences between woemn and men in the academic context.
Peruvian women agree more than men with the inclusion of gender equality in The Univeristy curricula
- Social Perception
Womenn from Peru are not aware of the gender gap in computer engineering
All students, except women in Argentina, believe that there are no differences between women and men in academic context.		Further studies in other instituitions to check wether the conclusions obtained extend to the entire Argentina and Peruvian context.

Further studies to understand the factors that influence in their perception about differences between men and women to finish computer engineering studies		A. Garcia-Holgado, C. Deco, N. Bredegal-Alpaca, C. Bender and K. O. Villalba-Condori, "Perception of the gender gap in computer engineering studies: a comparative study in Peru and Argentina," 2020 IEEE Global Engineering Education Conference (EDUCON), 2020, pp. 1252-1258, doi: 10.1109/EDUCON45650.2020.9125224.What are the factors that impact Postively/Negatively GENDER G to Follow the factor F?
What are the impacts of Factor F?		1 - What are the common perceptions, among Argentina and Peru students, about gender gap issues? (for example, regarding the need of academic support for women?)
3 - Is there initiatives to promote inclusion of gender equality in The Peru and Argentina University curricula? Which?
4 - Which factors have been posited as positive or negative for women inclusion/permanency in STEM in Peru and Argentina		1- What characteristics belongs to the Academic contextual factors?
2 - What are the common perceptions, among latin America STEM students, about gender gap issues? (for example, regarding the need of academic support for women?)
3 - Is there initiatives to promote inclusion of gender equality in The University curricula? Which?
4 - Which factors have been posited as positive or negative for women inclusion/permanency in STEM? in which countries?
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ULIMABell, et al. (Tull)2018Sharing Peace Engineering with US-based Minority Students, through the UN's Sustainable Development Goals, in PeruPeruPeru USAColombiaBrazilSTEM identity, sense of community, strengths-based approaches and institutional culture change are sought. In addition, they are based on 4 problem areas: participation, performance, preparation and presentation.encourage students to create mental connections between the experiences, the concepts that served as topics for the questions and the SDGsWorld Speed ( Plataforma Estudiantil para el Desarrollo de la Educación en Ingeniería )-9 participants, but 7 active participants (5 undergrade students and 2 graduate students)9undergrade and graduatefemale1.Facilitate equity and diversity in STEM. 2.Develop a broader understanding of the challenges facing the world. 3.Build international relationships for networking and collaboration.
3.Build international relationships for networking and collaboration. 4. To make their work have a global impact. 5.Use research to benefit the broader community.		--Jangha, S., Medina, Y. & Tull, R. (2018). Sharing Peace Engineering with US-based Minority Students, through the UN's Sustainable Development Goals, in Peru [Sesión de conferencia]. 2018 World Engineering Education Forum - Global Engineering Deanscouncil (WEEF-GEDC), Albuquerque, NM, United States of America. 10.1109/WEEF-GEDC.2018.8629764importance of creating communities and promoting events with international participants so that they can share ideas according to their context and generate greater inclusion in STEM.gender diversity in work teams are favorable? what is the impact of gender diversity in work teams?gender diversity in work teams are favorable? what is the impact of gender diversity in work teams?What factors led to a higher participation of women than men in the 2010 activities? What factors led to a higher participation of women than men in the 2016 activities? What factors led to a higher participation of women than men in the 2018 activities?
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