Publication: Análisis de la evaluación del profesorado en la UCM: valoración de la calidad y líneas de mejora de la actividad docente del profesorado en el sistema DOCENTIA
Loading...
Files
Official URL
Full text at PDC
Publication Date
2016-11-22
Authors
Advisors (or tutors)
Editors
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad Complutense de Madrid
Citations
Exportar
Abstract
Los cambios económicos y sociales y el tránsito a la Sociedad del Conocimiento exigen una redefinición de la misión de la universidad para adaptarse a las nuevas exigencias. La implantación del Espacio Europeo de Educación Superior ha provocado importantes transformaciones en los sistemas de educación superior de los países participantes. La obligada rendición de cuentas a la sociedad y el objetivo de convertir a Europa en una zona captadora de talento y de innovación que permita el desarrollo económico y social de las sociedades europeas exige altos niveles de calidad y de excelencia en la Educación Superior. Los sistemas de evaluación, garantía y aseguramiento de la calidad en la Universidad son imprescindibles para lograr la excelencia. La calidad del sistema universitario pasa necesariamente por la calidad de su profesorado en la triple vertiente investigadora, docente y de gestión.b La evaluación de la actividad docente tiene como principal objetivo mejorar la calidad de la docencia. OBJETIVOS (1) Estudiar las características generales del programa DOCENTIA y de su desarrollo concreto en la Universidad Complutense de Madrid (UCM); (2) Demostrar la calidad de la actividad docente de los profesores de la UCM a través de las puntuaciones obtenidas por los profesores en el programa DOCENTIA; (3) Determinar si los cambios en los baremos de evaluación del programa DOCENTIA de la UCM cada curso académico tiene influencia sobre las puntuaciones de los profesores; (4) Estudiar la relación entre antigüedad del profesor y su puntuación; (5) Explorar cómo la categoría del profesor puede determinar la puntuación alcanzada; (6) Examinar si el Área de Conocimiento resulta determinante para la puntuación obtenida por los profesores; (7) Determinar si las puntuaciones por Dimensiones pueden orientar medidas de mejora; (8) Valorar la pertinencia de llevar a cabo medidas de mejora y acciones de reconocimiento atendiendo a las escalas de profesores; (9) Identificar las características de los profesores que los estudiantes más valoran al realizar la evaluación de la actividad docente...
The requirements of increasing quality have become particularly important in recent decades due to the pressure from consumers and users, as well as the demands of competitiveness imposed by globalization and increasing competition. These quality demands have been extended to the field of service delivery through public and private institutions. Overall, in democratic countries there has been an increase in awareness of the need for accountability and services’ results funded by the state budget, accountability, followed by an increase of the citizens’ quality demands of these public services. Among these services both higher education and health services are accounted for. Besides, in education, the European Higher Education Area’s design and implementation has been an important change, both in the institutions of higher education’s framework of activities as well as in its objectives. One of the main goals of the Bologna Process is to increase the competitiveness of european university system through increased quality, so that Europe becomes an academic and scientific area capable of attracting students, researchers and investors, providing the best conditions to develop talent and encouraging innovation and entrepreneurship. All this should enable Europe’s economic, scientific, technical and social growth, allowing it to compete with creditworthiness in the knowledge society and play its rightful role in global progress. This paper makes a detailed review of the progress achieved in each of these areas since the beginning of the Bologna process. Regarding the spanish scenario, the implementation and development of the EHEA has experienced mixed reviews. Based on the aim stated in the Lisbon Strategy 2000, numerous voices have been raised against what they consider a commercialization of the university, which would mean, in their opinion, the transmutation of its traditional mission of generating and transmitting knowledge in the preparation of professionals to the service market (Sanz 2005; 2006). However, strong arguments refute this view, as the university in the knowledge society can not stand apart from social needs and is inevitably affected by the social and political dynamics and priorities that emerge from them. All this inevitably changes the university’s mission. (Barnett 1994, Zabalza 2009, Uceda 2009, Michavila 2013). There are stronger critics from those who argue that the proposed renewal of the Spanish university system can be limited to cosmetic changes that do not transform their structures or make their inefficiencies disappear. (Michavila 2013). Particularly, it’s still pending the necessary methodological innovation and curriculum reform that would place the student at the center of university education in active learning models consistent with the spirit of the EHEA and with the satisfaction of social demands. (De Miguel 2013). We should also keep in mind that economic crisis is making the process of transformation of higher education even more complex, hardly affordable under current conditions of budgetary constraints and cuts in the funding of higher education...
The requirements of increasing quality have become particularly important in recent decades due to the pressure from consumers and users, as well as the demands of competitiveness imposed by globalization and increasing competition. These quality demands have been extended to the field of service delivery through public and private institutions. Overall, in democratic countries there has been an increase in awareness of the need for accountability and services’ results funded by the state budget, accountability, followed by an increase of the citizens’ quality demands of these public services. Among these services both higher education and health services are accounted for. Besides, in education, the European Higher Education Area’s design and implementation has been an important change, both in the institutions of higher education’s framework of activities as well as in its objectives. One of the main goals of the Bologna Process is to increase the competitiveness of european university system through increased quality, so that Europe becomes an academic and scientific area capable of attracting students, researchers and investors, providing the best conditions to develop talent and encouraging innovation and entrepreneurship. All this should enable Europe’s economic, scientific, technical and social growth, allowing it to compete with creditworthiness in the knowledge society and play its rightful role in global progress. This paper makes a detailed review of the progress achieved in each of these areas since the beginning of the Bologna process. Regarding the spanish scenario, the implementation and development of the EHEA has experienced mixed reviews. Based on the aim stated in the Lisbon Strategy 2000, numerous voices have been raised against what they consider a commercialization of the university, which would mean, in their opinion, the transmutation of its traditional mission of generating and transmitting knowledge in the preparation of professionals to the service market (Sanz 2005; 2006). However, strong arguments refute this view, as the university in the knowledge society can not stand apart from social needs and is inevitably affected by the social and political dynamics and priorities that emerge from them. All this inevitably changes the university’s mission. (Barnett 1994, Zabalza 2009, Uceda 2009, Michavila 2013). There are stronger critics from those who argue that the proposed renewal of the Spanish university system can be limited to cosmetic changes that do not transform their structures or make their inefficiencies disappear. (Michavila 2013). Particularly, it’s still pending the necessary methodological innovation and curriculum reform that would place the student at the center of university education in active learning models consistent with the spirit of the EHEA and with the satisfaction of social demands. (De Miguel 2013). We should also keep in mind that economic crisis is making the process of transformation of higher education even more complex, hardly affordable under current conditions of budgetary constraints and cuts in the funding of higher education...
Description
Tesis inédita de la Universidad Complutense de Madrid, Facultad de Enfermería, Fisioterapia y Podología, leída el 18/01/2016