Views of University Teachers After Implementing the Proposals of the European Higher Education Area (EHEA)

Literacy Information and Computer Education Journal (LICEJ), Volume 4, Issue 3, September 2013 Views of University Teachers after Implementing the Proposals of the European Higher Education Area (EHEA) Montserrat Alguacil, Maria-Carme Boqué, Mercè Pañellas URL-FPCEE Blanquerna Abstract Taking into account studies that indicate the Nowadays, universities have the responsibility of relationship between teacher satisfaction and student integrating new ways of building knowledge, adapting performance, this research analyzes the views of the teaching quality according to current parameters university teachers after implementing the proposals of and ensuring the employability of future graduates. the European Higher Education Area (EHEA) for an Principles of compatibility, comparability and academic year. We also reflect about new competitiveness of higher education across Europe methodologies and teaching and learning scenarios in have been formulated in order to promote the students order to clarify the changes university teachers have to and graduates mobility. But in turn, they affect the make in order to work according the EHEA. The design and development of curricula and the research was conducted at the University Ramon Llull information they provide, which has to be reliable and in Barcelona with an intentional sample of thirty objective, for effective training in the different degrees. teachers who where selected according to two criteria: Therefore, curricula should be defined in terms of having at least five years of experience as teachers in competences and learning outcomes [14]. the same degree, in this case the Teachers Training Other studies show what skills are valued in this Degree, and their familiarity with academic subjects new environment [12], highlighting that the that involve methodological and didactic reflections. professional context considers university training For data collection, two instruments were used: a essential, however it also identifies several deficiencies questionnaire designed for this research and validated in the graduates ability to put their knowledge into by experts, and a focus group. The analysis of results practice, in communicating what they know, in established a high degree of satisfaction in most managing knowledge in specific contexts or in solving categories, showing the assessment category the lowest problems from a holistic perspective, among others. It score. is possible to conclude that graduates better demonstrate their competence in those areas where more development opportunities have been provided, 1. Introduction such as theoretical knowledge [19]. According to the CYD study [12], results of the The fast changes occurring in our society require a employers' survey show that companies select their thorough reflection on higher education. Conclusions employees in terms of their potential for knowledge. from the Tuning project [14] emphasize that, to cope As for specific knowledge, having a university degree with the increasing demands of a lifelong learning is highly valued, but at the same time other skills and oriented society, the challenge of higher education is to abilities considered important by respondents, were be flexible to meet such requirements. Teaching, then, identified as gaps in graduates' training: teamwork, should aim at training people capable of managing responsibility, initiative, adaptability and flexibility, or knowledge, updating it, selecting the most appropriate organizational skills and planning. This study suggests data according to each context, as well as possible measures to be adopted and identifies as understanding what they learned so that it can adapt to crucial the introduction of new teaching methods that new and changing situations. facilitate to students the progressive accomplishment Living in today's society of information and of skills that assist their subsequent incorporation into knowledge [7] involves the development of new skills working life (organization, teamwork, oral by all citizens and, consequently, an active attitude presentations, report writing, development of research towards continuous learning throughout life. Hence, and reflection, project design, case studies, the mission of higher education institutions becomes participation in seminars and debates, organizing central when understanding and projecting in the events ...) and besides, introducing entrepreneurship syllabi the competence profile needed in each context. aspects in the university education framework, through factors such as creativity and innovation. Copyright © 2013, Infonomics Society 1157 Literacy Information and Computer Education Journal (LICEJ), Volume 4, Issue 3, September 2013 The same study [12] constitutes an observatory to territories that are to inhabit, a constant dialogue with identify the evolution of the relationship between the uncertainty. university and the economic and labour environment: The analysis of the environment from the to assess aspects of the Spanish university system psychological and educational perspective, as well as related to the economy and society. Furthermore, we the and new way of teaching and learning conceptions, must consider the relevance of university education in have advanced from reproductive learning oriented the workplace, since data show that since 1964 the models towards cognitive models for strategic training, Spanish population with higher education has where you should take the cognitive processes experienced a CAGR of 8.4%. Data from 2009 show (perception, attention, motivation, reasoning and so on) an inflection regarding aspects valued upward for three to learn maps from which the world is interpreted and consecutive years, expressing a general decline in the transferred to new contexts and situations. contribution of universities to development, a drop in In this context, learning consists of learning to keep the level of relative improvement trends expressing learning, that is, we are referring to training throughout Annual evolution of this contribution and a higher life. The question here is how to discern what students importance to matters related to the employability of should know in ten years and how will they cope with graduates and the conditions that facilitate their the demands asked by society and the profession [16]. employment. It’s important to pay special attention to Indicators from projects and studies mentioned above, the over-qualification of employees (in 2008, almost as Tuning and CYD, provide references on what 3% of people contracted with a university degree, current needs are: training competent professionals, performed tasks that did not require a high level of able to adapt and respond to changing and flexible training). professional demands and to respond to future needs in Referring to knowledge - socio-cultural factors - the management and use of complex knowledge; in Pozo and Pérez Echeverría [19] draw attention to how short: flexible learners, efficient and autonomous, with its evolution is directly linked to the technical self-learning capabilities, able to manage knowledge: development of the context. The production, to learn, spread, produce and use new knowledge in dissemination and sharing of knowledge are related to different manners [16]. Under these contextual the knowledge technology prevailing in each society, conditions, higher education degrees have to be not only as a means but simultaneously configuring designed so as to harmonize with the current needs. and determining its management and scope. The Another change is the challenge of targeting training information society has evolved into a knowledge processes to student learning, which forces the society, so that information is bound to turn into implementation of new teaching approaches to develop knowledge [7]. learners’ competences. The current practice of science, as critical and The Bologna Declaration of 1999 implied, among analytical activity, would not have been possible other important changes in university, an innovative without the availability of new forms of reading which methodological perspective that led to designing new generate new learning cultures [19]. New generations curricula. The development of students’ competencies, are born within the ICT paradigm, referred to as digital understood as skills to be promoted that incorporate natives versus digital immigrants; these generations academic knowledge but also professional practice, change the printed book for the screens. needs a review of teaching organization, resources, Moreover, the environment provides an excess of methodology and evaluation in order to respond information, resulting in intellectual uncertainty. The positively to the opportunity offered by the new higher trend is to move towards more opened evidence and to education scenario. In the process of competency- build situation models addressed to solve problems that based training, learning and teaching strategies must be are not concluding, which implies learning to live with action-oriented and put participants in the core of the diversity of perspectives and with plurality of theories work situation, as Tejada [23] affirms. In this to finally reach a view [17]. framework, the teacher satisfaction and commitment The epistemological factors from where knowledge towards the new model of competence is highly is addressed also point to a new way of understanding relevant. it. Knowledge is not the pursuit of truth, but the Following several studies,

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