Satisfaction of Social and Legal Sciences Teachers with the Introduction of the European Higher Education Area

By Ariza, Tania; Quevedo-Blasco, Raúl et al. | The European Journal of Psychology Applied to Legal Context, January 2014 | Go to article overview

Satisfaction of Social and Legal Sciences Teachers with the Introduction of the European Higher Education Area


Ariza, Tania, Quevedo-Blasco, Raúl, Buela-Casal, Gualberto, The European Journal of Psychology Applied to Legal Context


ARTICLE INFORMATION

Manuscript received: 23/07/2013

Revision received: 29/09/2013

Accepted: 02/10/2013

Key words:

European Higher Education Area

Education policy

Satisfaction

University teaching staff

Quality

ABSTRACT

University teachers are one of the main figures in the European convergence process, but their attitude towards the reform of Spanish university studies is unknown. Therefore, the objective of this study is to evaluate the satisfaction of Social and Legal Sciences teachers towards the introduction of the European Higher Education Area (EHEA). The sample was made up of 3,068 teachers from Spanish public universities, who teach in the said field. An online questionnaire was created for this purpose, with questions relating to the EHEA, teacher tasks and training, as well as aspects related to methodology and the teaching and learning process, amongst others. Cronbach's alpha coefficient was .81. It is a population-based, descriptive study using a cross-sectional survey with a probability sample. In the results it can be observed that only 9.3% of teachers are satisfied with the adaptation of higher education to the EHEA. Finally, the limitations faced by teaching staff in consolidating this process will be discussed.

© 2014 Colegio Oficial de Psicólogos de Madrid. All rights reserved.

Satisfacción de los profesores de Ciencias Sociales y Jurídicas con la introducción del Espacio Europeo de Educación Superior

RESUMEN

El profesorado universitario conforma una de las figuras principales en el proceso de convergencia europea, pero se desconoce cuál es su actitud hacia la reforma de los estudios universitarios en España. Por ello, el objetivo del presente estudio es evaluar la satisfacción del profesorado de la rama de Ciencias Sociales y Jurídicas ante la implantación del Espacio Europeo de Educación Superior (EEES). La muestra estuvo com- puesta por 3.068 profesores pertenecientes a universidades públicas españolas, que imparten docencia en titulaciones de dicha rama. Se aplicó un cuestionario online, elaborado ad hoc que consta de preguntas rela- cionadas con el EEES, tareas y formación del profesorado, así como aspectos relacionados con la metodolo- gía y el proceso de enseñanza-aprendizaje, entre otros. El coeficiente alfa de Cronbach fue de ,81. Es un es- tudio descriptivo de poblaciones mediante encuesta con muestra probabilística, de tipo transversal. En los resultados se observa que sólo el 9,3% de los profesores está satisfecho con la forma en la que se está desa- rrollando la adaptación de la educación superior al EEES. Finalmente, se realiza una reflexión sobre las limi- taciones que encuentra el profesorado para lograr la consolidación de este proceso.

© 2014 Colegio Oficial de Psicólogos de Madrid. Todos los derechos reservados.

Palabras clave:

Espacio Europeo de Educación Superior

Política educativa

Satisfacción

Profesorado universitario

Calidad

The European Higher Education Area (EHEA) was formed in 1999 in order to achieve quality in European Higher Education and create a knowledge-based economy. Mobility is one of the main objectives of this process. Therefore, university rankings comparing institutions are useful for students and teachers while planning stays abroad, both for training and research purposes (Bengoetxea & Buela-Casal, 2013).

The latest study regarding trends in European Higher Education shows that the main reforms employed in Spain are on track to achieving greater autonomy and guaranteeing quality, as well as making changes in the introduction of new cycles and in the credit system, amongst others (European University Association, 2010). Therefore, Spain's evolution towards the new model throughout the transitional decade has been analyzed in several studies (Aghion, Dewatripont, Hoxby, Mas-Colell, & Sapir, 2008; Ariza, Bermúdez, Quevedo-Blasco, & Buela-Casal, 2012; European Commission, 2008a, 2008b).

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