scholarly journals Assessment of students’ learning outcomes in the EHEA: their practices, preferences and evolution

2013 ◽  
Vol 3 (3) ◽  
pp. 181-194
Author(s):  
Javier Argos ◽  
Pilar Ezquerra ◽  
José Manuel Osoro ◽  
Laurentino Salvador ◽  
Ana Castro
Keyword(s):  
Higher Education ◽  
University Students ◽  
Learning Outcomes ◽  
Educational Research ◽  
Learning Assessment ◽  
Learning Approach ◽  
Learning Approaches ◽  
Institutional Contexts ◽  
European Higher Education ◽  
The University

The European Higher Education Area implies, at least theoretically, substantial changes in the developed educational approaches specified in several areas. Among these the assessment of students’ learning is the focus of this article. The approaches and results that are exposed here are framed in an Educational Research Project entitled “Learning approaches of the university students, teaching strategies and institutional contexts to the beginning, half and end of career in the process of implantation of the new degrees”. Specifically, we focus on the learning assessment, analyzing both the formats or modalities of this kind of evaluation as well as the preferences which the students have concerning them in the context of different courses and university degrees. Furthermore, we try to somewhat clarify how these preferences could vary depending on the learning approach of each student (deep or superficial) and, also, on the students' evolution along the different courses of their degree.

scholarly journals Assessment of students’ learning outcomes in the EHEA: their practices, preferences and evolution

2013 ◽  
Vol 3 (3) ◽  
pp. 181-194
Author(s):  
Javier Argos ◽  
Pilar Ezquerra ◽  
José Manuel Osoro ◽  
Laurentino Salvador ◽  
Ana Castro
Keyword(s):  
Higher Education ◽  
University Students ◽  
Learning Outcomes ◽  
Educational Research ◽  
Learning Assessment ◽  
Learning Approach ◽  
Learning Approaches ◽  
Institutional Contexts ◽  
European Higher Education ◽  
The University

The European Higher Education Area implies, at least theoretically, substantial changes in the developed educational approaches specified in several areas. Among these the assessment of students’ learning is the focus of this article. The approaches and results that are exposed here are framed in an Educational Research Project entitled “Learning approaches of the university students, teaching strategies and institutional contexts to the beginning, half and end of career in the process of implantation of the new degrees”. Specifically, we focus on the learning assessment, analyzing both the formats or modalities of this kind of evaluation as well as the preferences which the students have concerning them in the context of different courses and university degrees. Furthermore, we try to somewhat clarify how these preferences could vary depending on the learning approach of each student (deep or superficial) and, also, on the students' evolution along the different courses of their degree.

scholarly journals Universities and standardization instruments: the willingness to put an end to the organized anarchy

2017 ◽  
Author(s):  
Jean Emile Charlier ◽  
Sarah Croché
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Coupled Systems ◽  
Loosely Coupled Systems ◽  
Loosely Coupled ◽  
European Universities ◽  
Long Time ◽  
European Higher Education ◽  
The University ◽  
Empirical Material

Many sociologists have for a long time based their research on the work published in the 1970s, in which universities were regarded as organisations that operate in a particular way. They were approximated to “organised anarchies” (Cohen et al., 1972) or to “loosely coupled systems” (Weick, 1976 ; Orton & Weick, 1990) which were considered host to “unclear technologies” (Cohen & March, 1974). This article call into question these concepts and confront them with the evolution of the piloting way of contemporary establishments of European higher education. The empirical material for this paper comes from the analysis of texts and reforms initiated in European universities. The paper will show the effects of standardization instruments on academic profession and how these instruments (and notably the learning outcomes approach) transform each segment of the university and generate a deep interdependence between all of them.

scholarly journals The evaluation of the university students in the European Higher Education Area

Aula Abierta ◽  
2016 ◽  
Vol 44 (01) ◽  
pp. 7 ◽  
Author(s):  
Sonia San Martín Gutiérrez ◽  
Nadia Jiménez Torres ◽  
Estefanía Jerónimo Sánchez-Beato
Keyword(s):  
Higher Education ◽  
University Students ◽  
European Higher Education Area ◽  
European Higher Education ◽  
The University

scholarly journals Can Students' Concept of Learning Influence Their Learning Outcomes?

2012 ◽  
Vol 2 (2) ◽  
pp. 18 ◽  
Author(s):  
Despina Varnava Marouchou
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Bologna Process ◽  
Learning Approaches ◽  
Font Size ◽  
Conceptions Of Learning ◽  
European Universities ◽  
University Course ◽  
The University ◽  
The Bologna Process

<p class="MsoNormal" style="text-align: justify; line-height: 150%; margin: 0in 0in 0pt; mso-layout-grid-align: none;"><span lang="EN-GB" style="line-height: 150%; font-size: 12pt; mso-ansi-language: EN-GB;"><span style="font-family: Times New Roman;"> </span></span><span style="font-family: Times New Roman; font-size: small;">This paper aims to readdress the lack of empirical data concerning university learning and in particular the dynamics students’ conceptions of learning may have on students’ learning outcomes. This paper is written at a time when the EU commission for Higher Education (HE) through the Bologna Process declaration has put into action, since 1999, a series of reforms needed to make European Higher Education compatible, efficient and competitive for students and academics alike. One of the reforms was the development of learning outcomes in the form of the European Credit Transfer and Accumulation System (ECTS). </span><span style="font-family: Times New Roman; font-size: small;">As part of the process the European universities require to identify and describe the learning outcomes a student is supposed to achieve, in a particular course. The learning outcomes are, now, expected to be clearly specified in all the university course syllabuses. </span></p><span style="font-family: Times New Roman; font-size: small;"><p class="MsoNormal" style="text-align: justify; line-height: 150%; margin: 0in 0in 0pt; mso-layout-grid-align: none;"><br />The main argument stated within this paper is that the design of effective learning outcomes, such as the ECTS, especially for curriculum development, cannot be successfully achieved in the absence of the students’ own experience of how they conceive learning to be, including the methods (approaches) they use for learning. Thus, the first aim of this investigation is to analyse the students’ conceptions of learning and the second aim is to examine, through prior research evidence, the effects these conceptions may have on learning approaches and specifically on learning outcomes.</p><p class="MsoNormal" style="text-align: justify; line-height: 150%; margin: 0in 0in 0pt; mso-layout-grid-align: none;"><br />Drawing on a 2007 study of Cypriot students’ conceptions of learning, this paper discusses the possibility of a relation between these issues and outlines the importance of taking them into consideration when exploring learning outcomes, curriculum and syllabus design and the professional development of faculty.</p></span>

scholarly journals La evaluación de competencias en titulaciones Jurídico-Laborales

2020 ◽  
pp. 93-108
Author(s):  
Ana Isabel Pérez Campos
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Evaluation Model ◽  
University Faculty ◽  
Teaching Methodologies ◽  
European Higher Education Area ◽  
Educacion Superior ◽  
European Higher Education ◽  
A Priority ◽  
The University

Resumen: El modelo de evaluación centrado en la adquisición de competencias genéricas y específicas representa uno de los cambios más significativos del Espacio Europeo de Educación Superior. El profesorado universitario se enfrenta con un conjunto de competencias, excesivamente amplio, cuya definición entiende con dificultades, pidiéndosele al tiempo que diseñe aquellas metodologías docentes, actividades formativas y sistemas de evaluación que posibiliten a los alumnos la adquisición de tales competencias, en los denominados resultados de aprendizaje.   Este estudio tiene como objetivo prioritario el tratar de determinar cómo han de valorarse y evaluarse las competencias adquiridas por los alumnos en titulaciones jurídico-laborales. Y, más específicamente a dilucidar si los resultados conseguidos en los últimos años, con la modificación de las metodologías docentes y los sistemas de evaluación han sido realmente tan eficaces como se esperaba.Abstract: The evaluation model focused on the acquisition of generic and specific skills represents one of the most significant changes in the European Higher Education Area. The university faculty is faced with a set of competencies, excessively broad, whose definition understands with difficulties, asking at the same time to design those methodologies, technologies and means of evaluation that enable students to acquire such skills in the so-called learning outcomes.  This study has as a priority objective to try to determine how the skills acquired by students in legal-labor qualifications should be assessed. And, more specifically to elucidate whether the results achieved in a few years with the modification of teaching methodologies have been really as positive as expected.

scholarly journals Reliability of self-employment intentions instrument among international students in Indonesian university

2018 ◽  
Vol 7 (2.10) ◽  
pp. 76
Author(s):  
Mhd Subhan ◽  
Mas’ud Zein ◽  
Akhyar . ◽  
Mohd Hakimie Zainal Abidin ◽  
Sallehudin Ali ◽  
...  
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
International Students ◽  
University Students ◽  
Future Study ◽  
The Self ◽  
Cronbach's Alpha ◽  
Self Employment ◽  
The University ◽  
College Personnel

This paper examines the validation instrument used to measure the psychometric status of the self-employment intentions. Self-employment intentions are crucial to identify the university students in order to confirm their decision making. They are a questionnaire to measure graduation in university to start choice on their careers. This instrument is composed of 11 items and was carried out to 115 international students studying in one Indonesian higher education. There were 49 male and 66 female respondents involved in this study. The Cronbach’s Alpha value was .94 which strongly suggest that the instrument has an excellent reliability. This study points out that self-employment intentions are suitable to be used by college personnel and counselors to examine and identify self-employment intentions among international students in Indonesian higher education. Implications for future study will also be discussed. 

scholarly journals Perceções sobre criatividade: Estudo com estudantes do Ensino Superior

2016 ◽  
Vol 29 (2) ◽  
pp. 141 ◽  
Author(s):  
Maria de Fátima Morais ◽  
Leandro Da Silva Almeida
Keyword(s):  
Higher Education ◽  
College Students ◽  
University Students ◽  
Crucial Role ◽  
Educational Practices ◽  
Education College ◽  
And Gender ◽  
Curriculum Area ◽  
The University ◽  
Source Of Information

No  mundo  atual,  a  universidade  tem  um  papel  crucial  na  formação  de cidadãos capazes de inovar. A criatividade surge, assim, como um conceito a valorizar  no  ensino  superior,  mas  tal  valorização  implica  alterações  no quotidiano  educativo.  Uma  fonte  de  informação  relevante  para  a rentabilizações  das  competências  criativas  nos  alunos  universitários  é auscultar  o  que  estes  pensam  sobre  elas.  Neste  sentido,  a  partir  do questionário  "Universidade  e  Competências  Criativas",  foram  analisadas perceções de 582 estudantes de uma universidade portuguesa acerca da conceituação e da valorização de criatividade no contexto académico. As percepções foram analisadas em função da área curricular de formação e do género, encontrando-se diferenças estatisticamente significativas para ambas as  variáveis.  Os  resultados  permitem  reflexões  no  sentido  de aprofundamentos futuros deste estudo, assim como apontam direções para cuidados e reforços a ter nas práticas educativas neste nível de ensino.Palavras-chave: Criatividade; Ensino Superior; Estudantes universitários; Perceções ABSTRACTIn today's world, the University has a crucial role in the education of citizens in order to innovate. Creativity is thus a concept to value in higher education, but that valuation implies changes in the educational practices. A relevant source of information in order to promote creative skills in college students is to gather what they think about those skills. Through the questionnaire "University and Creative Skills" the perceptions of 582 Portuguese university students about the conceptualization and valorization of creativity in the academic contexts were analyzed. The perceptions were analyzed according to the students curriculum area and gender. Data suggest significant statistical differences in function  of  both  variables.  The  results  allow  reflections  towards  further developments of this study but also point directions to reinforce deliberate educational practices in this level of education.Keywords:Creativity; Higher Education; College students; Perceptions

Students’ perceptions among foreign languages in the EHEA

2014 ◽  
Vol 6 (2) ◽  
pp. 205-214
Author(s):  
M. Isabel Sanchez-Hernandez ◽  
Dolores Gallardo-Vazquez ◽  
Beatriz Corchuelo Martinez-Azua
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Foreign Languages ◽  
Language Competence ◽  
Content Type ◽  
English Class ◽  
European Universities ◽  
Teachers And Students ◽  
European Higher Education ◽  
The University

Purpose – The purpose of this paper is to determine the students’ opinion on their proficiency in one or more foreign languages, and the importance they attribute to their foreign language competence because the adaptation to the European Higher Education Area (EHEA) implies the promotion of the mobility of teachers and students. Design/methodology/approach – A qualitative and quantitative approach conducted at the University of Extremadura in Spain. The method used was to triangulate the data resulting from three quite different procedures: promoting the participating students’ awareness of the issue through a seminar on the importance of mastering other languages and their relevance for graduate employability; inquiring into the students’ impressions when receiving an English class with a focus group; and a questionnaire on their opinions about the importance of proficiency in foreign languages. Findings – The findings highlight how teaching in English in European universities could bring real opportunities for the development of the EHEA. Furthermore, the development of foreign languages competences have to be a priority line of innovation in higher education in order to build a more meaningful relationship between education institutions and the European project. Research limitations/implications – The study is a first attempt to analyse the need to teach in English in European higher education institutions. Results are not completely generalizable because the study has been conducted in one university, in the field of social sciences in the branch of Economics and Business, and it has been examined only the views of students. Originality/value – The paper draws attention to the need for, and suggestions on how higher education institutions can be more aware to the needs of developing studentś English competences when designing programmes in the EHEA.

Sign in / Sign up

Export Citation Format

Share Document