Universidad de Castilla-La Mancha (SPAIN)
About this paper:
Appears in: INTED2010 Proceedings
Publication year: 2010
Pages: 2995-3003
ISBN: 978-84-613-5538-9
ISSN: 2340-1079
Conference name: 4th International Technology, Education and Development Conference
Dates: 8-10 March, 2010
Location: Valencia, Spain
This paper is part of a group of experiences that the Faculty of Economics and Business in Albacete (University of Castilla-La Mancha) is developing in order to adapt its degrees to the European System of Higher Education (ESHE). In this sense, the Faculty set off a project to introduce the ECTS methodology.

The introduction of this common system of ECTS credits implies a change in the university teaching methods, and a new and more transparent conception about subjects by means of the teaching guides. In this sense, we have developed a questionnaire in order to analyse the students’ perception about several aspects related to the teaching guide.

With this aim, we have developed an analysis in order to compare the assesment of two groups of students the Business Administration Degree about several aspects of the ECTS methodology and the teaching guide. The assesment is developed with regard to two different subjects: a main subject (Strategic Management) and an optional subject (Entrepreneurship).

Thus, this study has been developed with 37 students of the degree on Management and Business Administration, in the Faculty of Economics and Business Sciences, which were registered in the subjects Strategic Management (22) and Entrepreneurship (15). All the students filled out a questionnaire in which they valued several aspects as the design and usefulness of the student’s guide, the level of satisfaction with the teaching techniques, the assesment of their improvement in several competences, the level of effort made that they developed and the satisfaction with the obtained results.

The questionnaire is divided in three parts: information about the teaching plan, development of the subject, results about the teaching process and suggestions about the futures syllabus. First, the information about the teaching plan includes information about the teachers’ information clarity, the used resources in order to consult the student guide, the information about the guide valuation; and the information about the valuation system. The second part includes the information about the development of the subject, that is, information about the satisfaction with the education plan, teaching techniques that were used in the subject and the level of satisfaction with the teaching techniques. Finally, the third part refers to the obtained results in the teaching process, and includes information about the improvement in the students’ competences, the satisfaction with the learning result and the satisfaction with the system of constant assessment.

After obtaining the information we proceed to its treatment by means of the following statistical analysis. First, we calculated the mean and standard deviation of the included variables. Subsequently, we developed a correlation analysis between several variables included in the study in order to analyse the relationships among them.
ECTS methodology, comparation, subjects.