Meta-análisis de indicadores en la renovación de la acreditación de títulos universitarios oficiales

  1. Manuel Pérez Mateos
  2. María Consuelo Sáiz Manzanares
Libro:
Proceedings del XII Foro Internacional sobre Evaluación de la Calidad de la Investigación y la Educación Superior: (9-11 de julio 2015. Sevilla-España)
  1. Gualberto Buela-Casal (dir.)
  2. Mª Teresa Ramiro (coord.)

Editorial: Asociación Española de Psicología Conductual AEPC

ISBN: 978-84-617-6294-1

Ano de publicación: 2016

Páxinas: 23-27

Congreso: FECIES. Foro sobre la Evaluación de la Calidad de la Educación Superior y de la Investigación (12. 2015. Sevilla)

Tipo: Achega congreso

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Resumo

Background: The European Higher Education Area has meant a significant change in the university education and it will need to be evaluated. Method: We have worked with a sample of 10.615 students, 2.409 teachers and 1.691 graduates for four academic years. The objectives were to assess teacher’s and student’s satisfaction to five programs (teaching, training, mobility, practice and tutorial program) and to analyze the rate of employment is the graduation year. Results: The results indicate that the variable degree type explains 21% of variance; which is higher Masters than in Bachelor Degrees. Also, type of program explains 43% of variance; which is greater in mobility and practices programs than in non academic tutorial Programs. Therefore, the employment rate was 36.97% for a response rate of 68.41%. Conclusions: The methodological change in the EHEA focuses on the development of learning that it facilitates practice and mobility to future graduates.

Fonte de datos: Dialnet