Two decades of curricular reforms in the Spanish university

Gomà, Helena Troiano i; Masjuan, Josep M.; Andreu, Marina Elias

doi:10.1080/09620210701543890

Cited by 4 publications

(3 citation statements)

References 14 publications

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“…As a result, there is little chance for institutions to survive and to continue to secure financial support from stakeholders without providing substantive evidence that the education they provide yields significant results and demonstrates value-added that is of benefit not only to their students but to their stakeholders and the community at large as well (Eaton, 2007). Consequently, higher education institutions have adopted business philosophies and strategies generated by the belief that a business ethos provides an advantage in a competitive and global environment (Symes & McIntyre, 2000;Harris, 2005;Troiano et al, 2007). Now incorporated within the higher education discourse is the business jargon of return on investment, value-added and accountability and performance.…”

Section: Introductionmentioning

confidence: 96%

A perspective on student learning outcome assessment at Qatar University

Al-Thani

Abdelmoneim

Daoud

et al. 2014

Quality in Higher Education

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INTRODUCTION Automating the aggregation and reporting of student learning outcome achievement data by course and by program is a very valuable data reporting function for institutional Administrators who are required to provide detailed course and program level evidence to funding and accreditation bodies. As a result, dozens of hours per class are spent by faculty compiling outcome achievement and grade results data at the end of a semester or academic year. Instead, this time can be invested in making informed decisions based upon performance data collected, analyzed, and aggregated in a click-of-a-button, cogent report.

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Section: Introductionmentioning

confidence: 96%

A perspective on student learning outcome assessment at Qatar University

Al-Thani

Abdelmoneim

Daoud

et al. 2014

Quality in Higher Education

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show abstract

“…In order to throw more light on the subject, further follow more detailed description of some above research. Troiano et al (2007) present the topic of the orientation of university curricula, the pressures that exist today as a response to the demands of the market, and examine specifically the transformation that has developed in Spain during the last two decades. Whitty (2008) assesses the period following the 1988 Education Reform Act (ERA) and reflects on the main continuities and discontinuities in policy emphases since that act.…”

Section: Introductionmentioning

confidence: 99%

Life Cycle Process Model of a Market-Oriented and Student Centered Higher Education

Kaklauskas

Daniūnas

Amaratunga

et al. 2012

International Journal of Strategic Property Management

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There is not a single definition/explanation about market-orientation education. Two opposite definitions/explanations of pure market-oriented education (Cato, 2010) and social-market-oriented education (Amaratunga, 2009) are provided in the paper. Integrated multiple criteria analysis at the micro-, meso-and macro-levels are needed to increase efficiency of the market-oriented higher education reforms. Market-oriented higher education reforms management involves numerous aspects that should be considered in addition to making educational, pedagogical, didactical, economic, political and legal/regulatory decisions. these must include social, culture, ethical, psychological, environmental, technological, technical, organizational and managerial aspects. This article presents a Life Cycle Process Model of a Market-Oriented and Student Centered Higher Education (developed during BELL-CURVE (Built Environment Lifelong Learning Challenging University Responses to Vocational Education) project's activities) for such considerations and discusses certain composite parts of it. To demonstrate the application of this research, two Case Studies from Lithuania are submitted for consideration.

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“…However, some of these initial determinants are now changing. First, a series of policies beginning tentatively with the 1983 reform law (LRU) enactment have attempted to foster differentiation between degree programs depending on which HEI is providing them (Troiano, Masjuan, & Elias, 2007). And second, these changes have occurred due to some new private universities having been allowed to open, increasing the number of student admissions in the private sector.…”

Section: Introductionmentioning

confidence: 99%

The horizontal stratification of the Catalonian university system: the role of the private university

Gomà

Sánchez-Gelabert

Andreu

2021

Research in Post-Compulsory Education

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A marginal number of students in the Spanish university system have traditionally been enrolled in private universities. Hence, we can deduce that the social reproduction strategies of the middle and upper classes have tended to pass through the public university system. However, the data for Catalonia show that in the last decade changes have come about and the presence of students in private universitieshas increased significantly. This prompts us to explore, first, whether these changes in the university field can be explained by an increase in the prestige students bestow on private universities; and second, if the reproduction strategies of the middle and upper classes have likewise been modified. Based ona longitudinal survey following a cohort of young people aged 15 to 19 years from Barcelona, it is shown that the prestige conferred on private universities is low. As a result, students who perform poorly academically enrol at private universities more often than those who perform well, but amongthe more well-off classes good students attend private universities more than good students from lower class families. This could indicate that social reproduction patterns are changing, following a model we have called the boosting effect.

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Two decades of curricular reforms in the Spanish university

Cited by 4 publications

References 14 publications

A perspective on student learning outcome assessment at Qatar University

A perspective on student learning outcome assessment at Qatar University

Life Cycle Process Model of a Market-Oriented and Student Centered Higher Education

The horizontal stratification of the Catalonian university system: the role of the private university

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