Abstract:

Since last six years the complex process for the implementation of the so called “Bologna accords” has been increased in a substantial way all over the European countries. Its purpose is to create the European higher educational area by achieving standards of academic degree and quality assurance compatible throughout Europe. It was named after the place it was proposed, the University of Bologna, with the signing in 1999 of the Bologna declaration by Ministers of Education from 29 European countries in the Italian city of Bologna. One of the most positive aspects that have been appreciated in this process of change is such a different way of organizing the student’s curriculum involving them in their own process of education/learning as they became now active figures. Several studies corroborate the view that the more the students are inclined to attend lessons the less they tend to put off their academic duties. Thus, in all kinds of teaching and learning programs it seems worth scheduling frequent meetings between the pupils and the tutor, in order to prevent the students from non-purposively delaying doing their academic tasks. On the other hand, students usually have a subjective feeling about their performance after taking an exam (or something equivalent) so they can imagine the grade they are going to obtain.

But, at the same time, another positive aspect to take into account is the movement of students. It already exists and has been well documented and developed by institutions around the world. Teaching, research, technology and finally generating science are included in the issues of globalization that has influenced every aspect of human life. These principles are effective and efficient when they take into account the human needs and, in other words, when they can keep their quality that means the users satisfaction from this effective service.

With the support of the EU, many European Master’s programs are being or will be developed, forcing universities to adjust their curriculum development processes in the aforementioned direction. The new philosophy of educations associated to the European Higher Education Area make academic community, professional associations, employers and other stakeholders redefine the study program (in this abstract, Telecommunication Engineering) by (1) defining professional and academic profiles, (2) describing the objectives of the program as well as the learning outcomes and (3) identifying the generic and subject-related competences.

In a second step, the academic community will have to decide the methods, techniques and formats of teaching, learning and assessment (when required, the development of teaching material) and how to translate into educational units and activities to achieve the defined learning outcomes. This communication arises in this framework. In the University of Vigo, we are developing a Master Program about Radiocommunication and Electromagnetic Engineering. The kind of subjects of this program is well balanced between theory and practice. Some of the students that are going to attend this program are going to be abroad, so we are developing a strategy based on tutorization to provide assistance to the students to follow the subjects and to track their progress.

Keywords:

master, tutorization, class attendance.