Pedro Pineda

Dr. Pedro Pineda

Research area Governance in Higher Education and Science
Researcher
  • +49 511 450670-310
  • +49 511 450670-960

Pedro Pineda (Dr. Phil., Humboldt University of Berlin) has specialized in the fields of comparative higher education, comparative education and sociology of education. He is interested in the development of theories and methods that analyze the influence of globalization on policies, organizational structures, and practices in secondary schools and universities with particular emphasis on international comparisons between Latin America, Germany and the USA. His current interests include topics such as isomorphism in curriculum reforms (peace education and online learning), the diffusion of student evaluations of teaching, universities´ research cooperation, and the institutionalization of diversity management.

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Publications

List of publications

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Prevenir el alcoholismo desde los colegios: Componentes y evidencia de programas de prevención/School-based prevention of alcoholism: Components and evidence of effective programs.

Pineda, P., Celis, J., & Rangel, L. (2020).
Prevenir el alcoholismo desde los colegios: Componentes y evidencia de programas de prevención/School-based prevention of alcoholism: Components and evidence of effective programs. Revista Latinoamericana de Estudios Educativos, 16(1), 138-162. https://doi.org/10.17151/rlee.2020.16.1.7
Abstract

Policy instruments such as the National Policy for Reducing Substance Use (Ministerio de Protección Social, 2007) and the National Law on School Coexistence (CRC, 2013) follow a preventive approach to address the problem of alcoholism. However, neither national public bodies nor schools often have access to information on prevention programs based on scientific evidence. In this article, the international literature on alcohol abuse prevention programs in the school setting is reviewed. It was found that the most robust programs are characterized by (1) differentiating between abuse and use, (2) addressing the problem of addiction to different psychoactive substances, (3) relating alcohol to overall social-emotional problems.

Loose Coupling in Curriculum Reforms: Rural Teachers' Perceptions of Peace Education in Post-Conflict Colombia.

Pineda, P., & Meier, M. (2020).
Loose Coupling in Curriculum Reforms: Rural Teachers' Perceptions of Peace Education in Post-Conflict Colombia. Peace and Conflict Studies, 47 (1), Article 3.
Abstract

Previous research has shown how peace education (PE) mutates according to socio-political and curricular/didactic traditions, but we still need to know how PE disseminates at the school level. We surveyed teachers from 12 rural schools of the violent Amazon region of Colombia where a national Law made PE mandatory in schools and universities. Teachers working on schools affected by the armed conflict have high expectations about PE. Teachers also have opposing views about the history of PE. We could not find a systematic pattern of responses about the pedagogical principles or theoretical sources of inspiration of PE. We discuss the differences between present PE reforms and the previous tradition related to classical Education.

Emerging decolonized scientific collaboration: The Max Planck Institute and the Leibniz Association in Latin America.

Pineda, P., Gregorutti, G., & Streitwieser, B. (2019).
Emerging decolonized scientific collaboration: The Max Planck Institute and the Leibniz Association in Latin America. Journal of Studies in International Education, 24(1) (online first). https://doi.org/10.1177/1028315319888891

The worldwide spread of peace education: discursive patterns in academic publications.

Pineda, P., Celis, J. E., & Rangel, L. (2019).
The worldwide spread of peace education: discursive patterns in academic publications. Globalisation, Societies and Education, 17(5), 638-657. http://dx.doi.org/10.1080/14767724.2019.1665988

Changing analytical levels and methods of research on leadership of university presidents.

Badillo, R., Krücken, G., & Pineda, P. (2019).
Changing analytical levels and methods of research on leadership of university presidents. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1647417

On Interculturality and decoloniality: Sabedores and government protection of indigenous knowledge in Bacatá Schools.

Pineda, P., & Celis, J. E. (2019).
On Interculturality and decoloniality: Sabedores and government protection of indigenous knowledge in Bacatá Schools. Compare, 49. http://dx.doi.org/10.1080/03057925.2019.1585758

The maelstrom of online programs in Colombian teacher education. (114).

Pineda, P., & Celis, J. E. (2018).
The maelstrom of online programs in Colombian teacher education. (114). Education Policy Analysis Archives 26(114), online first. http://dx.doi.org/10.14507/epaa.26.3873

Research partnerships over neocolonialism: Max Planck Society’s policy in Latin America.

Pineda, P., & Streitwieser, B. (2018).
Research partnerships over neocolonialism: Max Planck Society’s policy in Latin America. In G. Gregorutti & N. Svenson (Hrsg.), Innovative North-South University Research Partnerships in Latin America (S. 259-278). New York: Palgrave Macmillan. https://doi.org/10.1007/978-3-319-75364-5
ISBN 978-3-319-75363-8

Technical education in Colombia between massification and legitimacy: A neo-Institutional perspective.

Pineda, P., & Celis, J. E. (2018).
Technical education in Colombia between massification and legitimacy: A neo-Institutional perspective. In R. Raby & E. Valeau (Hrsg.), International Handbook on Comparative Studies on Community Colleges and Global Counterparts (S. 331-351). Berlin: Springer. https://doi.org/10.1007/978-3-319-50911-2_34
ISBN 978-3-319-50910

Towards the entrepreneurial university? Market-based reforms and institutional isomorphism in Colombia.

Pineda, P., & Celis, J. E. (2017).
Towards the entrepreneurial university? Market-based reforms and institutional isomorphism in Colombia. Education Policy Analysis Archives, 25(71), 1-30. http://dx.doi.org/10.14507/epaa.25.2837

El Aprendizaje y la Evaluación en la Universidad [Learning and Evaluation at the University].

Pineda, P. (2016).
El Aprendizaje y la Evaluación en la Universidad [Learning and Evaluation at the University]. Bogotá: Pontificia Universidad Javeriana.

University research in Chile and Colombia: assessing the impact of science and higher education policy.

Pineda, P. (2016).
University research in Chile and Colombia: assessing the impact of science and higher education policy. In J. Delgado & G. Gregorutti (Hrsg.), Private Universities in Latin America: Research and Innovation in the Knowledge Economy (S. 79-106). New York: Palgrave Macmillan. https://doi.org/10.1057/9781137479389_5
ISBN 9781137479372

The Research Entrepreneurial University in Latin America: Global and Local Models in Chile and Colombia 1950-2015.

Pineda, P. (2015).
The Research Entrepreneurial University in Latin America: Global and Local Models in Chile and Colombia 1950-2015. New York: Palgrave Macmillan.
ISBN 9781137540270

Formación Posgradual Docente y Política Educativa Distrital en Bogotá 2007-2014 [Postgraduate Teacher Education and Bogota District´s Educational Policy 2007-2014].

Pineda, P., Sepúlveda, M., Ardila, J., & Morales, M. (2015).
Formación Posgradual Docente y Política Educativa Distrital en Bogotá 2007-2014 [Postgraduate Teacher Education and Bogota District´s Educational Policy 2007-2014]. Bogotá: Secretaría de Educación.
Presentations

List of presentations & conferences

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Standardizing Teaching: Importing Student Evaluation of Teaching, Quality Assurance Offices and Teaching and Learning Centers.

Pineda , P. (2020, Juli).
Standardizing Teaching: Importing Student Evaluation of Teaching, Quality Assurance Offices and Teaching and Learning Centers. Paperpräsentation im Rahmen des EGOS Colloquium, Hamburg (online).
Abstract

This paper aims to contribute to the panel on universities through discussing student evaluation of teaching (SET) as an example of the increasing “managerialization of universities” with respect to teaching. I deviate from the functionalist imaginary and borrow ideas from world society theory to understand SET as a practice that diffuses globally because it gains social legitimacy and not necessarily because of its proven effectiveness. I observe that STE diffuses globally. The embeddedness of a procedure in universities occurs parallel to university bodies in charge of implementing it such as quality assurance offices and teaching and learning centers

From Academic Oligarchy to "Taxi Professors": Academic Employment in Chile, Colombia, Germany, and the United States.

Pineda , P., Delgado, J. E., & Alarcón, M. (2020, Juni).
From Academic Oligarchy to "Taxi Professors": Academic Employment in Chile, Colombia, Germany, and the United States. Paperpräsentation auf dem Comparative Sociology Workshop; Stanford University; Stanford, USA (online).
Abstract

Through multilevel regression, we analyze which university characteristics are associated to faculty permanent employment in universities from four countries. Findings show that: (1) Untenured academics represent a vast majority of faculty working in Germany, Colombia, and Chile, while in the US the untenured faculty has increased since 2012. (2) Permanent employment for scholars decreases along with universities´ acquisition of program accreditations and increase of administrative staff.. (3) Older universities, public universities outside US and Chile, those with more doctorate graduates and a higher faculty-student ratio grant more stability to their faculty

Curriculum Vitae
Since 01/2020

Postdoctoral Research Associate at DZHW

02/2018-01/2020

Postdoctoral Researcher at INCHER, University of Kassel, and Visiting Scholar at Stanford University

09/2017-01/2018

Educational Consultant, National Ministry of Education, Colombia

01/2014-08/2017

Assistant Professor, Universidad de los Andes and Pontificia Universidad Javeriana, Bogotá

08/2013-12/2013

Intern in Evaluation and Test Design, United Nations, New York

10/2009-10/2015

Dr. phil. in Education, Humboldt University of Berlin. Dissertation: The Research Entrepreneurial University in Latin America: Global and Local Models in Chile and Colombia 1950-2015. New York: Palgrave Macmillan

10/2008-09/2009

Auditor, Idecol S.A., Bogotá

10/2007-06/2009

M.A. in Higher Education Research and Development, INCHER (University of Kassel), minor in Political Economy

11/2005-11/2006

Secondary school teacher, Colegio San Carlos, Bogotá

07/2001-09/2007

Director of Human Resources, Armalco S.A., Bogotá

01/2000-06/2005

Pregrado (equivalent to Diplom) in Psychology, Universidad Nacional de Colombia

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