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.
Highlights
University in general, and in Spain in particular, has undergone a significant change in recent years
Changes in teaching methodology have been made on my own initiative in order to adapt to the student profile. 366 99% 3.83 4
With respect to the labor situation, we find that teachers who are civil servants, facing the permanent staff, are the ones who have expressed greater agreement with item 2
Summary
University in general, and in Spain in particular, has undergone a significant change in recent years. We have witnessed important social, economic, and technological transformations which have lead us to a completely different scenario In this context, the development of the European Higher Education Area (EHEA) brought about specific and regulated changes in degrees, affecting both the organization of the institutions and the formal structure of the courses and, most importantly, a new approach to teaching and to learning. The development of the European Higher Education Area (EHEA) brought about specific and regulated changes in degrees, affecting both the organization of the institutions and the formal structure of the courses and, most importantly, a new approach to teaching and to learning All this process has generated great controversy both among teachers and students and, despite education always being in continual evolution, it seems that there is a consensus that now is the moment to evaluate what has been done in Spain and the exact manner in which it has been done. It is important to have a sufficient number of this type of research so that we can draw clear and verified conclusions that can be considered in future reforms in higher education
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