The Bologna process: a study about teachers' perception of their new role and its consequences

Abstract

In the last twenty-five years many changes have taken place in the Spanish University system and, as a consequence, the university lecturer’s role has evolved and a new teaching style prevails. The present paper focuses on University teachers of Economics and Business. It explores the teachers’ perception about the new methodologies that they have implemented, the extent to which the process of change has modified their way of working and, finally, the benefits and drawbacks encountered. Moreover, we examine whether differences of opinion arise depending on the distinct personal and professional characteristics of each teacher. The results reveal that most of the methodological changes undergone by the teachers stem more from the new profile of their students than by regulatory obligations. There is a unanimous opinion that the time and effort dedicated to teaching is now notably greater and that it is necessary to develop a rigorous system of teaching evaluation. In addition, two clear aspects can be observed: on the one hand, staff with a wider experience has carried out more changes and uses new technologies to a greater extent, and, on the other hand, the use and promotion of English in class is still a crucial issue.