Perception of Faculty of the Bologna Process at a Spanish Technical University: A Perspective of Change and Improvement

Autor/inn/en	Kindelan, Paz; Ayuga-Téllez, Esperanza; Martin, Deborah; Valiente, Mercedes
Titel	Perception of Faculty of the Bologna Process at a Spanish Technical University: A Perspective of Change and Improvement
Quelle	In: European Education, 51 (2019) 1, S.51-70 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-4934
DOI	10.1080/10564934.2018.1474715
Schlagwörter	International Education; International Cooperation; College Faculty; Educational Change; Teacher Collaboration; Educational Policy; Foreign Countries; Teacher Attitudes; Higher Education; Faculty Development; Technical Education; Universities; Faculty Workload; Time Management; Teaching Methods; Educational Improvement; Program Implementation; Europe; Spain (Madrid) + Suchen Sie Ihr Suchwort? Internationale Erziehung; Internationale Kooperation; Internationale Zusammenarbeit; Fakultät; Bildungsreform; Lehrerkooperation; Politics of education; Bildungspolitik; Ausland; Lehrerverhalten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Technikunterricht; University; Universität; Zeitmanagement; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching improvement; Unterrichtsentwicklung; Europa
Abstract	The Bologna Process affects the academic community, particularly faculty members who have to implement the process. This study is an initiative by a group of lecturers to evaluate the perception of faculty members in the implementation of the Bologna Process. The aim was to assess the evolution of their opinion on the process since a 2011 survey, and their degree of agreement with the European Higher Education Area (EHEA). The results show that faculty members call for more adequate training for the new EHEA process and more institutional support. The study reveals the need for greater involvement and collaboration among faculty members to improve the reform process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01