Satisfaction of Health Science teachers with the convergence process of the European Higher Education Area

Ariza, Tania; Quevedo-Blasco, Raúl; Ramiro, María Teresa; Bermúdez, María

doi:10.1016/s1697-2600(13)70024-3

Cited by 18 publications

(18 citation statements)

References 8 publications

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“…The main conclusion which can be drawn from this study is that, in spite of the changes in university organization and management (Ion & Con, 2011), curricula (ANECA, 2005;Ortega & Zych, 2013) and teaching-learning methods (Ariza, Quevedo-Blasco, Ramiro, & Bermúdez, 2013;QuevedoBlasco, Ariza, & Buela-Casal, 2015;Rodríguez-Moneo et al, 2010), and the resulting financial investment made by the Ministry of Education, Culture and Sport of Spain (Ministerio de Educación, Cultura y Deporte, 2003), the data obtained from this research show that there are no differences between grado and licenciatura students in the results of the objective test on Psychology knowledge. No improvement in acquisition of knowledge is thus demonstrated among grado students.…”

Section: Discussionmentioning

confidence: 72%

University Qualification in Psychology in EHEA: Comparison Between Spanish Grado and Licenciatura Qualification // Titulación de Psicología en el EEES: Comparación entre licenciados y graduados españoles

Ramiro-Sánchez

Bermúdez

2015

REV PSICODIDACT

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The university qualification in Psychology in Spain has undergone significant changes in curricula and teaching-learning method as a result of adapting to the European Higher Education Area (EHEA). The main objective is to see if any differences exist between grado (four-year qualification adapted to EHEA) and licenciatura (five-year qualification reflecting the previous curriculum structure) levels in terms of acquisition of knowledge in Psychology. The study sample comprises 718 Psychology students from six Spanish public universities, 390 in their fourth year of grado and 328 in their fifth year of licenciatura. An assessment was made by means of an objective test designed ad-hoc on Psychology knowledge. The results revealed no differences in acquisition of knowledge in Psychology between grado and licenciatura. It is concluded that there is no improvement in acquisition of knowledge through adaptation to EHEA, and that this has no relation to the 'A' level stream from which students come.Keywords: European Higher Education Area, psychology, grado, licenciatura, ex post facto study. ResumenLa titulación de Psicología en España ha sufrido importantes cambios en los planes de estudio y en la metodología de enseñanza-aprendizaje, tras su adaptación al Espacio Europeo de Educación Superior (EEES). El principal objetivo del estudio es comparar si existen diferencias en la adquisición de conocimientos en Psicología entre graduados y licenciados. La muestra está compuesta por 718 estudiantes de Psicología de seis universidades públicas españolas, 390 de cuarto curso de grado y 328 de quinto de licenciatura. Se evalúo mediante una prueba objetiva tipo test elaborada ad-hoc sobre conocimientos en Psicología. En los resultados se observa que no existen diferencias en la adquisición de conocimientos en Psicología entre graduados y licenciados. Se concluye que no hay mejoras en la adquisición de conocimientos con la adaptación al EEES, y que esto no se relaciona con la rama de conocimiento del bachillerato de procedencia.Palabras clave: Espacio Europeo de Educación Superior, psicología, grado, licenciatura, estudio ex post facto.

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Section: Discussionmentioning

confidence: 72%

University Qualification in Psychology in EHEA: Comparison Between Spanish Grado and Licenciatura Qualification // Titulación de Psicología en el EEES: Comparación entre licenciados y graduados españoles

Ramiro-Sánchez

Bermúdez

2015

REV PSICODIDACT

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“…En cuanto al formato de la tesis, más de la mitad prefiere la tesis tradicional, a diferencia del 47,6% de los profesores de Ciencias de la Salud que prefieren la recopilación de artículos (Ariza, Quevedo-Blasco, Ramiro et al, 2013). En un estudio de Quevedo-Blasco y Buela-Casal (2013) en el que se analizan las variables más destacadas relacionadas con la realización del Doctorado, cuando se planteó qué formato de tesis es el más adecuado, el 61,3% opinó a favor del formato clásico y el 38,6% en formato de artículos.…”

Section: Discussionunclassified

“…A pesar de que la mayor parte esté a favor de actuar como mediadores y no solo transmisores de conocimiento, si bien es cierto que piensan que no mejorará la calidad de la enseñanza con esta metodología, en contraposición de lo que piensan los profesores de Ciencias de la Salud y los de Sociales y Jurídicas (Ariza et al, 2014;Ariza, Quevedo-Blasco, Ramiro et al, 2013). Un aspecto que afecta directamente a la labor docente, es la dedicación a la preparación de las clases.…”

Section: Discussionunclassified

Evaluación de la satisfacción del profesorado de ciencias con la adaptación al espacio europeo de educación superior

Quevedo-Blasco

Ariza

2014

Educación XX1

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The introduction of the European Higher Education Area (EHEA) has resulted in the transformation of higher education in Spain. However, the attitude of university teaching staff and how this reform has affected their teaching and research functions are unknown. Therefore, the level of satisfaction towards different aspects related to the EHEA has been evaluated. The participants were 1,958 teachers from the Science field in Spanish public universities. It is a population-based, descriptive study using a cross-sectional survey with a probability sample. Firstly, a sample selection with a confidence level of 97% was carried out. Then, a questionnaire was created for the purpose, applied online and made up of questions related to personal and professional information; general and institutional aspects of the EHEA; teaching, research and management; methodology and the teaching and learning process; student assessment; teacher training; coordination, organization and centre resources; additional comments and suggestions for improvement. Cronbach's alpha coefficient was 0.80. The results revealed the dissatisfaction of most of the teachers regarding the way in which Science degrees have been adapted to the EHEA (46.4%), followed by 44% who declared that it could be improved. Several possible solutions were also proposed to be considered when implementing efficient educational policies to improve higher education in Spain. Finally, an insight is given into the influence of the European convergence process in the professional development of teaching staff in this field and the consequences in the educational and scientific area.

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“…López-Guede, Graña, Oterino and Larrañaga (2014), and Ariza, Quevedo-Blasco, Ramiro and Bermúdez (2013), describe the evolution of two specific subject s of the curricula during the EHEA deployment in two interesting articles, but they are not related to internships.…”

Section: • Internationalisation Andmentioning

confidence: 99%

The impact of the EHEA in the professsional internships: Interviews with the academic coordinators

Alemany

Perramon

Panadès-Estruch

2016

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Purpose: This paper presents a study of the professional internship models in each Faculty at the Universitat Pompeu Fabra (UPF) of Barcelona, Spain; their relationship to the idiosyncrasy of each type of studies, and their evolution from 2009, before the European Higher Education Area (EHEA),until the 2013-2014 academic year. This study is part of a larger project that comprises the point of view of the three agents involved in the internships: students, academic tutors and in-company tutors.Design/methodology/approach: This paper provides the data obtained from one of the three agents involved, namely the academic supervisor-tutors. We present the methodology used to compile the data before and after the EHEA implementation: firstly, by means of deep individual and face-to-face interviews, and in a second stage by means of e-surveys, jointly with quantitative and objective data related to the internships activity during the period of the study.Findings: Following the conclusion of the first part of the study related to the internships before the EHEA, we found four different models of monitoring and assessing the internships;-420-Intangible Capital -http://dx.doi.org/10.3926/ic.611 we anticipated the four models would converge into two, and eventually into one. The final model expected was focused on more intensive monitoring.In the second part of the study, even though we found fewer changes in the models than we expected, the impact of the EHEA deployment has been very important in quantitative aspects and in the breadth of the changes. Also, for some Faculties, the internship has become one of the most important subjects of the curricula.Originality/value: To the best of our knowledge this is the first study of the EHEA impact on the professional internships in a Spanish University.

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Satisfaction of Health Science teachers with the convergence process of the European Higher Education Area

Cited by 18 publications

References 8 publications

University Qualification in Psychology in EHEA: Comparison Between Spanish Grado and Licenciatura Qualification // Titulación de Psicología en el EEES: Comparación entre licenciados y graduados españoles

University Qualification in Psychology in EHEA: Comparison Between Spanish Grado and Licenciatura Qualification // Titulación de Psicología en el EEES: Comparación entre licenciados y graduados españoles

Evaluación de la satisfacción del profesorado de ciencias con la adaptación al espacio europeo de educación superior

The impact of the EHEA in the professsional internships: Interviews with the academic coordinators

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