Abstract:

This work proposes the importance of strengthening the role of training activities in the process of implementing a degree, as well as the establishment of evaluation criteria for learning outcomes. It is evident the need for future research to address the unique impact that each training activity can have on the academic performance and professional development of students. From the point of view of the limitations of this work, we would like to emphasize, first, the one related to the measure of the academic performance used. A finalist measure has been used in relation to performance since no quantitative information was available on other learning achievements. In the future, and once the limitations highlighted in this paper have been overcome, other measures based on competency-based assessment systems may be used. A second limitation is related to having analysed only the design and teaching planning of the new grade from the perspective of the teaching staff. This has been able to overestimate the perception of the degree and, in future works, it would have to contrast next to the perceptions that it has the own students. The third limitation is related to the univariate empirical approach that has been developed, since we did not have access to individualized qualitative and identifying information for undergraduate students. In subsequent investigations we will try to obtain this type of information so that, along with the consideration of several control variables, a multivariate analysis can be developed that allows to contrast the effect of other factors, such as the effort and dedication of the students, their socioeconomic characteristics or the training and experience of the lectures who teach the subjects, in the academic performance of the students. Finally, it is important to clarify that the study was carried out in order to detect possible deficiencies in the implementation of the Chemical Engineering degree and to act in its correction. The conclusions obtained regarding the improvement in learning outcomes should be confirmed in later work when a longer time horizon is available.

Keywords:

Implementation of grades, learning outcomes, formation activities, competences.