EVOLUTION IN STUDENT’S RESULTS AND SATISFACTION IN THE SUBJECT STRATEGIC MANAGEMENT AFTER THREE YEARS OF CONVERGENCE
In this proposal is explained the methodology used in the subject Strategic Management to converge with the European Higher Education Area after the third year of convergence. The methodology applied combines personalized learning, through the use of tutorial sessions, and virtual learning, through the use of a web environment called Virtual Classroom.
The subject Strategic Management pertains to the fourth course of the Business Management and Administration Degree of the Jaume I University (Castellón, Spain). Since the University Jaume I began to adapt to the European Higher Education Area, the lecturers of the subject Strategic Management have applied a new methodology in the subject that tries to be consistent with European Higher Education Area principles. In general terms, we have pursued to promote a learning based on a constructivist view. This puts its strength on the knowledge building in an autonomous way by the students who adopts an active role in the process in which intervene the lecturer as a mediator agent between the learning and the student. Among the methodology in this kind of learning it is included the classroom debate, group debates, etc. which stimulate the participation of the students [1, 2]. Where the number of students is high, to take advantage of the advantages that these methodologies offer it is possible to combine them in different moments of the development of the learning process .
Given the high number of students (near 200), the methodology utilized has pursued to encourage a teaching-learning process more focused on a personalized learning in combination with some tools that offer the virtual platform the University has developed, following the philosophy of the new European Higher Education Area. To this end, the action taken are based on the use of tutorial sessions with a reduced number of students (5 or 6 students maximum). This methodology favours the interaction between student-lecturer, favours the change in the role of the lecturer and promotes a learning process more active and participative. We also pretend to promote a more personalized learning and to encourage the role of the lecturer as a guide in the learning process and not only as an individual who transfers knowledge. We also use a virtual environment called Virtual Classroom.
To carry out a correct control of the achievement of the purposes of the project, was obtained feedback from the students through a survey. Through a statistical treatment of the data, we evaluate the results of these projects, evaluating three key aspects: 1) Student’s satisfaction with the subject; 2) Student’s perception with the methodology applied in the practical part of the subject (i.e., working groups and tutorial sessions); 3) Student’s perception of the contribution of the practical part of the subject to the development of management capabilities.
 Brady, L. (1985). Models and methods of teaching. Prentice-Hall of Australia. Victoria.
 Ferrer, V. (1994). La metodologia didàctica a l´ensenyament universitari. Publicacions de la Universitat de Barcelona. Barcelona.