Students' and Teachers' Perspectives about Quality of Engineering Education in Portugal

Autor/inn/en	Oliveira, Cristina G.; Oliveira, Paulo C.; Costa, Nilza
Titel	Students' and Teachers' Perspectives about Quality of Engineering Education in Portugal
Quelle	In: European Journal of Engineering Education, 37 (2012) 1, S.49-57 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2011.653551
Schlagwörter	Engineering Education; Higher Education; Foreign Countries; Teaching Methods; Teacher Attitudes; Student Attitudes; Public Policy; International Cooperation; International Education; Learning Processes; Educational Quality; Interviews; Portugal + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Schülerverhalten; Öffentliche Ordnung; Internationale Kooperation; Internationale Zusammenarbeit; Internationale Erziehung; Learning process; Lernprozess; Quality of education; Bildungsqualität; Interviewing; Interviewtechnik
Abstract	Quality in higher education is a subject of increasing importance. This idea can be supported by looking at different sources, namely, the scientific literature, national and transnational governments' policies, such as those emerging from the Bologna Process. Also, the internationalisation of higher education and, within it, students' and staff mobility among institutions, has brought to the agenda the quality issue, particularly with regard to the teaching and learning process. Several authors argue that the meaning of quality depends on who defines it. This article focuses on a study that looks at how teachers and students in higher education institutions, in Portugal and in the domain of Engineering, see the quality issue. Data was collected through interviews to teachers (six) and students (38) in two different Portuguese institutions. The results indicate that, although teachers and students refer to the same dimensions that influence quality, they have different perspectives about their importance. From the point of view of the authors, this discrepancy requires some pedagogical actions in the context where the study was developed and, also, further research to see if the same tendency exists in different settings. (Contains 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10