How students perceive the university's mission in a Spanish university: Liberal versus entrepreneurial education?

Abstract

This study explores the extent to which undergraduate students perceive a dichotomy between a liberal vs. an entrepreneurial model of university. This research is important in that it compares the stated aims of university education, particularly within the Bologna Process, with students' expectations regarding liberal education and employability. A Likert-type questionnaire containing 25 statements reflecting liberal and entrepreneurial features of university education was answered by 488 students from 10 disciplines at the University of Valencia, Spain, just before the implantation of the Bologna curriculum. An exploratory factor analysis revealed that students clearly perceive the dichotomy between the liberal and entrepreneurial views, regardless o discipline. A within-subjects comparison of average scores between 'liberal' and 'entrepreneurial' items suggested that first cycle students tend to appreciate the former significantly more, but this appreciation declines in second cycle students. The Bologna Process aims to ensure the liberal dimension of university education, but places particular emphasis on employability. A genuine search for solutions that harmonize both rationales might better fulfil the training expectations of students.

Curricular change and educational quality /Cambio de plan y calidad educativa

“…Dado que la mayoría de trabajos se han centrado en qué cambios ha supuesto y exigido dicho plan respecto a la labor del profesorado, en el presente trabajo se realiza esa evaluación general a través de la percepción que el propio alumno presenta respecto a la asignatura, el profesor y la organización docente en función del plan de estudios. Son cuestiones estas que, obviamente, están interrelacionadas con las mejora exigidas en el profesorado y las expectativas que presentan los alumnos, aspectos estos que, como demuestran diferentes estudios (e.g., Álvarez-Rojo et al, 2011; Aznar et al, 2013), requieren aún un trabajo considerable.…”

“…Since the majority of studies have focused on what changes the Plan has necessitated in relation to teachers’ work, this study carries out a general assessment through focusing on students’ perceptions of subjects, teachers and the organization of the teaching according to the study programme followed. These questions are clearly related to the improvements required of teachers as well as to student expectations; aspects which are in need of considerable work, as demonstrated in various studies (e.g., Álvarez-Rojo et al, 2011; Aznar et al, 2013).…”

Comprehensive pertinence in the quality assessment of higher education /La pertinencia integral en la evaluación de la calidad de la educación superior

“…This is seen in the trend towards designing curriculum based on competences, to the detriment of the role of knowledge itself, and even, in some cases, defining only learning standards. Dissatisfaction regarding this competences approach is not without certain criticisms with regard to the position adopted in the construction of the European Higher Education Area, prioritizing the education of competent professionals, who know how to respond to concrete problems that come up in work, which could be detrimental to the role of the university as promoter of critical thinking (Aznar et al, 2013).…”

“…Una manifestación de esto es la tendencia a diseñar los currículos en base a competencias, en detrimento del papel del propio conocimiento, e incluso en algunos casos a definir solo estándares de aprendizaje. La insatisfacción hacia este enfoque de competencias no es ajena a algunas críticas planteadas a la orientación adoptada en la construcción del Espacio Europeo de Educación Superior, priorizando la formación de profesionales competentes , que sepan dar respuesta a problemas concretos que se planteen en la actividad laboral, lo que podría ir en detrimento del papel de la universidad como promotora de pensamiento crítico (Aznar et al, 2013).…”