Impact of the European Harmonisation Process on the Educational Development of University Teachers in Spanish Universities

Abstract

In this paper, the impact of the creation of the European Area of Higher Education (EAHE) on Spanish tertiary education is analysed from the standpoint of educational improvement and academic development. First, the recent history of the HE system in Spain is summarised in order to understand the context in which this reform is taking place. Then, an overview is offered of some measures taken at national and regional levels to conform to the reform, followed by a description of the specific measures taken in two different universities to bring about educational change. Finally, we elaborate on and draw some conclusions regarding the change process emerging from the creation of the EAHE. The main point of the paper is to describe an emerging reform process focusing on how notions of change and organisational leadership influence teaching and learning, and to offer some reflections on this.

En este artículo se analiza el impacto que ha tenido la creación del Espacio Europeo de Educación Superior (EEES) en el sistema español de Educación Superior, desde el punto de vista de la mejora y el desarrollo académico. En primer lugar se resume la historia reciente del Sistema de Educación Superior en España con el fin de comprender el contexto en el cual tiene lugar esta reforma. A continuación se indican algunas de las medidas tomadas a nivel estatal y autonómico seguidas de la presentación de algunas medidas específicas planteadas en dos universidades (UAM y UD) para llevar a cabo el cambio educativo. Finalmente, se ofrecen algunas conclusiones con respecto al proceso de cambio resultante de la creación del EEES. El objetivo principal de este artículo es describir el proceso de reforma emergente tomando como referencia algunas nociones de cambio y liderazgo en las organizaciones, ofreciendo algunas reflexiones sobre su influencia en la enseñanza y el aprendizaje.

Dans cet article, l’impacte de la création d’un Espace Européen de l’Enseignement Supérieure (EEES) sur l’enseignement tertiaire espagnol est analysé du point de vue de l’amélioration pédagogique et du développement académique. Premièrement, nous résumons l’histoire récente de l’enseignement supérieure espagnol pour mieux comprendre le contexte dans lequel cette réforme a lieu. En suite, nous offrons un aperçu des mesures prises au niveau national et régional afin de se conformer à la reforme, suivie d’une description de mesures spécifiques prises dans deux universités pour renforcer le changement pédagogique. Finalement, nous élaborons et tirons quelques conclusions au sujet du processus de réforme émergeant de la création de l’EEES. Le point principal de cet article est la description d’un processus de reformes émergeant en accentuant comment les notions de changement et de direction organisationnelle influencent l’enseignement et l’étude et de donner quelques réflexions sur ce processus.

Notes

Since 1989, the research of academics has been evaluated every six years by expert peers and individuals receive salary supplements accordingly.

From an administrative and political viewpoint, Spain is split into 17 regions called autonomous communities with responsibilities for, among other matters, educational policies.

All universities have their own Standing Orders or “Estatutos” which, according to law, rule their functioning.

The project, Tuning Educational Structures in Europe, is funded by the European Commission. It is jointly coordinated by the UD and the University of Groningen in the Netherlands and aims to enable European universities to carry out joint reflection and debate on issues regarding EAHE, enabling comparative analyses and building upon experience, and conferring a European dimension to the undertaking.

The role of coordinator in each school is newly created to support the development of the Innovation Plan. Each coordinator is selected from within a faculty based on her/his educational knowledge of and motivation for educational innovation. The coordinator is the link between the staff and the ESU.