Satisfaction of Health Science Teachers with the Convergence Process of the European Higher Education Area

By Ariza, Tania; Quevedo-Blasco, Raúl et al. | International Journal of Clinical and Health Psychology, September 1, 2013 | Go to article overview

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 Paz, International Journal of Clinical and Health Psychology


Abstract The European Higher Education Area (EHEA) has implied a major transformation of university studies in European countries. The aim of this study was to assess the satisfaction of university teachers in the area of Health Sciences with the convergence process to determine positive and negative aspects in their practices. The sample was composed of 1,361 teachers of Spanish public universities. They all participated in an ad hoc survey that included questions pertaining to the following issues: a) personal and professional information, b) general and institutional aspects, c) aspects related to teaching, research, and administrative work, d) methodology and the teaching-learning process, e) assessment of students, f) training of teachers, and g) coordination, organization, and resources at the school. Results reveal that teachers are not totally satisfied with the way the EHEA is being established. In conclusion, certain changes would be necessary to achieve real convergence between countries.

© 2013 Asociación Española de Psicología Conductual. Published by Elsevier España, S.L.

All rights reserved.

KEYWORDS

European Higher Education Area;

Teachers;

Health Sciences;

Teaching;

Survey-based descriptive study

Resumen El Espacio Europeo de Educación Superior (EEES) ha supuesto una profunda transfor- mación de los estudios universitarios en los países miembros. Con este estudio se pretende cono- cer la satisfacción del profesorado universitario de la rama de Ciencias de la Salud sobre el proce- so de convergencia, para comprobar los aspectos positivos y negativos en la práctica del profesorado. La muestra está compuesta por 1.361 profesores pertenecientes a universidad públi- cas españolas. Todos ellos participaron en la realización de una encuesta, elaborada ad hoc, que consta de preguntas relacionadas con: a) información personal y profesional, b) aspectos generales e institucionales, c) aspectos relacionados con la docencia, investigación y gestión, d) metodología y proceso de enseñanza-aprendizaje, e) evaluación del alumnado, f) formación, y g) coordinación, organización y recursos en el centro. Los resultados ponen de manifiesto que el profesorado no está totalmente satisfecho con la forma en la que se está implantando el EEES. Se concluye que serían necesarios ciertos cambios para que se llegue a una convergencia real entre países.

© 2013 Asociación Española de Psicología Conductual. Publicado por Elsevier España, S.L.

Todos los derechos reservados.

PALABRAS CLAVE

Espacio Europeo de Educación Superior;

Profesorado;

Ciencias de la Salud;

Docencia;

Estudio descriptivo mediante encuesta

The European Higher Education Area (EHEA) was created following the Bologna Declaration (1999) with the aim of building a knowledge-based economy and achieving greater competitiveness. An example of the current context of competitiveness is the growing interest in developing tools to produce international rankings of universities (e.g., Bengoetxea & Buela-Casal, 2013) and even rankings of academic and research professionals (e.g., Buela-Casal, Olivas-Ávila, Musi-Lechuga, & Zych, 2011). With the creation of the EHEA, the goal was to adopt comparable systems, create a two-cycle system, set up a new credit system known as the European Credit Transfer System (ECTS), promote mobility, and ensure quality education. The concept of lifelong learning and the idea of using Information and Communication Technologies (ICTs) to achieve greater competitiveness first appeared in the Prague Declaration (2001). The aim was to achieve quality not only in education but also in research. As a result, a strategy aimed at creating a European Research Area (ERA) was presented at the European Council of Lisbon (2000). The Berlin Declaration (2003) established the link between the EHEA and the ERA and highlighted the role of European quality assurance agencies. …

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