Abstract:

The European Convergence in higher education implies an actualization of teaching-learning methods that involves a change in applied methodology. This paper endeavors to demonstrate the experience carried out with students and professors in Agricultural Engineering and Food Science and Technology at several European universities. It deals with an Intensive Study Program within the framework of permanent ERASMUS learning programs. The study program was conducted at the Superior Polytechnic School in Orihuela, part of the Miguel Hernandez University. The language for the program was English.

Objective: To apply a new multidisciplinary, international learning methodology to the study of any concrete subject based on the acquisition of competencies (knowledge, abilities and skills) to facilitate the integration of new graduates into the labor market.

Methodology: Students and professors from Spanish, Italian and Polish universities met for two weeks to participate in a study program where theoretical classes were alternated with practical training in the laboratory, field training and visits to businesses in the sector. After finishing the study program, the students were evaluated through the presentation of written papers. Participating students were divided into groups that included students from all the participating universities. This grouping guaranteed student effort in adapting to the learning process in a common language.

Results: Carrying out the intensive program allowed students and professors to work in an intercultural surrounding that furthered cooperation among institutions. The didactic and methodological approach where the student participates as a protagonist in the entire teaching-learning process complies with the Bologna guidelines in the EHEA [European Higher Education Area]. The modernization of higher educational institutions, among other measures, takes the elimination of barriers to European higher educational institutions into account, encouraging collaboration with the business community and offering the correct combination of abilities and competences for the labor market. Implantation of these measures is furthered because of the development of intensive ERASMUS programs. Our IP undertook an agro-food study in the current globalized system. Conducting this study in an individualized manner would have led to error since the reality around us is quite different. This program also had an impact on the Superior Polytechnic School of Orihuela, furthering mobility and internationalization for the Center.

Conclusions: The application of this methodology improved student participation in the learning process and good academic results were obtained.

Keywords:

Intensive Program, ERASMUS, teaching-learning methods.