Abstract
Florida is a higher education centre specialising in technical and business training. Postgraduate programs, university qualifications, vocational training, secondary education, further education, occupational training and languages are taught at Florida. An educational model in accordance with the demands of the European Higher Education Area has been designed, focussing on teaching for professional competencies. We have chosen to use a methodology which promotes the development of skills and abilities, it promotes participation and it is student-centric as s/he must look for knowledge him/herself thus connecting the educational and the real world. In the different university degrees taught in our centre, each year the student carries out a project set in a real context which integrates specific competencies from the course subject and develops transversal competencies associated with the project which are the purpose of planning and progressive learning: team work, effective communication, conflict resolution, leadership skills, innovation and creativity. The IP counts for 25% of each course in terms of objectives, scheduling and final evaluation. The project grade is an individual grade for each student and is the same for all subjects which form part of the project.
Highlights
According to the Royal Decree 1393/2007, 29th October which establishes the organisation of official university studies, the new organisation of university studies responds to a structural change and inspires a shift in teaching methods
Students had to be able to identify the different variables which affect the company on two levels, i.e. environment and sector and competition; secondly, they had to be able to explain and evaluate the influence of those variables on the future business project, qualifying this influence as an opportunity or threat, and establishing the strategies to follow in order to boost opportunities or reduce threats
The results presented in the previous section allow us to draw some conclusions
Summary
According to the Royal Decree 1393/2007, 29th October which establishes the organisation of official university studies, the new organisation of university studies responds to a structural change and inspires a shift in teaching methods. Project-based learning involves forming teams made up of students with different profiles to offer them great learning opportunities and to train them to work in a diverse environment in the global economy (Vázquez, Barrabtes & Rosel, 2000). It is an active and participatory teaching-learning methodology in which students think and act upon the project, developing a work plan with defined strategies in order to achieve the final product suggested by the Journal of Technology and Science Education.
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