Abstract:

The European Higher Education Area (EHEA) has involved one of the most transformation of the Spanish Universitary system never experimented before. The adaptation has implied not only a support for changing the educational methodologies, but also a structural new planning for the official teachings, that now are classified into three degrees: Bachelor, Master and Ph. In this context, the Universities have done the different curricula for the respectively disciplines. These programs have been suitable verified by the National Accreditation Agency.
In the Industrial Engineering School (IES), belonging to the Castilla-La Mancha University, the Mechanical Engineering, Electric Power Engineering and Industrial Electronics Engineering bachelor degrees have been taught until now. But, with the new studies focus, the degrees mentioned above have had to turn into new ones according to new syllabus and programs.
There are two particularities that have done the educational transformation in our Centre to be singular. On one side, Castilla-La Mancha University has a multicampus organization and teachings in the Industrial field involve four different cities (Albacete, Ciudad Real, Almadén y Toledo) that makes more difficult the process than when only one educational center exists. The teachings transformation has been complicated because the total agreement among four University Colleges has been mandatory. Moreover, the fourth engineering educational centers had very different realities. On the other side, the adaptation process has been carried out as it has been called a “immersion establishment” consisting of setting all curses of the new studies at the same time. This election, related to implant all curses from the beginning, has the origin in the viewpoint of students and teachers that expected this situation to be the most advantageous for several reasons. But, although all curses of three new grades exist at the IES, the two last year courses of extinguishing grades had to be guaranteed for the students that decided not to move to the new grades. All this, makes IEE to be a singular institution since, probably, is the only one in that situation in Spain.
In this paper the way in which the IES has carried out the planning of new teachings is indicated. The setting of the curricula by immersion and the simultaneity existence of different studies curricula, that is the old and the new system, have created some difficulties related to the student adaptation process and the teaching planning. Moreover, people that got their grades in the past, has applied to enter to the IES in order to achieve the equivalent degree according to the new University Degrees. This last aspect has lead to an important distortion in general and especially for a few subjects developing.

Keywords:

EHEA, adaptation process, teaching planning.