Maturity models for improving the quality of digital teaching

In this paper we present a primer on the state-of the-art of existing maturity models (MMs) for eLearning. By means of a traditional qualitative literature review, 29 different models are identified. Next, they are analysed and classified on the basis of a framework of 20 common properties derived from general theory on MMs, considering aspects related to their definition, structure and practical use. Results of the analysis suggest that existing eLearning MMs mainly address problems linked to eLearning management and organization at institutional level, educational technology, instructional design and faculty staff professional development. However, they tend to provide relatively moderate support for being effectively applied in practice, which clearly compromises and dismisses their power and utility as prescriptive tools for quality improvement. Our findings contribute to the current body of knowledge on eLearning by providing improved understanding, visibility, transparency and traceability of eLearning MMs designed to date, which may be of interest to both practitioners and researchersPeer ReviewedPostprint (published version

An opportunity for the improvement of higher education through the information and communication technologies

Nowadays, e-learning, teleformation, or training based on ICT (Information and Communication Technologies), play a fundamental role in the improvement of the learning processes that is taking place at the Universities. On the one hand, the incorporation of the ICT in a face-to-face, distance or blended modality and, on the other hand, the European convergence process, have influenced on the change and improvement of the institution, in general, and the teaching leaming process developed in Higher Education, in particular. Nevertheless, it could be necessary to remark that the basic objective is to improve the attention of the users (in our case, students of Education Sciences). Another important aim is to optimize the resources based on Internet. But, mainly, in order to promote innovating processes which simplify and make agile not only the work of the teaching staff and students but also the communication among them. The purpose of this paper is to find out if pre-service teachers prefer a virtual modality during the Practicum period, when they finish their studies on Education

Integrating transversal skills into higher education in health and social care

[EN] International and national agencies have stated the need to shift the focus towards teaching-learning strategies that work on transversal skills throughout the training journey. This is especially relevant in health and social care, where these skills are usually taken for granted. These competencies are also important in tackling gender inequities in health and social care, ensuring that the HE system does not prolong entrenched gender bias. This is the context of the ERASMUS+ project “ITSHEC - Integration of transversal skills into health and social care, higher education, and the curriculum”, which are developing practical tools to supports opportunities to acquire and develop key competencies in different educational environments. The resources will address learning outcomes related to critical and creative thinking, interpersonal/socio-emotional and citizen-oriented skills and learning to learn.Rosa, N.; Benet, M.; Carrió, M. (2022). Integrating transversal skills into higher education in health and social care. En 8th International Conference on Higher Education Advances (HEAd'22). Editorial Universitat Politècnica de València. 1-9. https://doi.org/10.4995/HEAd22.2022.145701

How are Spanish academics coping with changes? Responses from a life histories research.

Podeu consultar la versió en català a: http://diposit.ub.edu/dspace/handle/2445/20983[eng] This report is part of the research project, The effects of social changes in work and professional life of Spanish academics, partially financed by the Spanish Ministry of Science and Innovation (SEJ2006-01876), that has explored change in legislation, organisation, research schemes and so on, in the last thirty years. The main aim of this project is deepening our understanding of the impact of undergoing economic, social, cultural, technological and labour change in Spanish universities in the life and professional identity of the teaching and research staff, taking into account the national and european context. This paper gathers part of the results gained from the project, being its primary objective to contribute to an improved knowledge-base on professional knowledge and work experience in higher education institutions in Spain and, as a consequence, to understand how Spanish academics are coping with current changes.[spa] Este documento forma parte de la investigación, Los efectos de los cambios sociales en el trabajo y la vida profesional de los docentes universitarios, parcialmente financiado por el Ministerio de Ciencia e Innovación (SEJ2006-01876), en el que hemos explorado los cambios en la legislación, la organización, los contextos de la investigación y la docencia, etc., en los últimos treinta años. El principal objetivo de este documento es profundizar en nuestra comprensión sobre el impacto del cambio económico, social, cultural, tecnológico y laboral que están experimentando las universidades españolas en la vida y la identidad profesional del personal docente e investigador, teniendo en cuenta el contexto nacional y europeo. Este trabajo recoge parte de los resultados obtenidos en el proyecto, siendo su principal objetivo contribuir a mejorar el conocimiento basado en la investigación sobre el saber profesional y la experiencia laboral en las universidades españolas, y en consecuencia, favorecer nuestra comprensión sobre cómo los académicos se están enfrentando con los cambios actuales.[cat] Aquest document forma part de la investigació, Els efectes dels canvis socials en el treball i la vida professional dels docents universitaris, parcialment finançat pel Ministeri de Ciència i Innovació (SEJ2006-01876), on hem explorat els canvis de la legislació, l'organització, els contextos d'investigació i docència etc., durant els darrers trenta anys. El principal objectiu d'aquest document és aprofundir en la comprensió de l'impacte del canvi econòmic, social, cultural, tecnològic i laboral que s'està experimentant a les universitats espanyoles en la vida i en la identitat professional de les persones docents i investigadores, tenint en compte el context nacional i europeu. Aquest treball recull part dels resultats obtinguts en el projecte, essent el seu principal objectiu contribuir a la millora del coneixement basat en la investigació sobre el saber professional i l'experiència laboral a les universitats espanyoles, i conseqüentment, afavorir la comprensió sobre com els acadèmics estan encarant els actuals canvis

Strategically Engaging the Third Mission: A Comparative International Case Study of Alternative Revenue Strategies Between the U.S. Flagship University and the European World Class University (WCU)

ABSTRACT The risk of financial sustainability for the university in the U.S. and Europe has been stressed by the reign of political authority in higher education disinvestment in the last four decades. The institution’s purpose has since been questioned, weighted by economics versus academics. Institutional priority and expanded centrality for strategic planning of societal engagement––the Third Mission––coupled with the Education and Research missions, promote clarity of the university’s purpose in this knowledge-based economy. Transparency of intended opportunities for regional economic engagement and societal development is then demonstrated to university communities. A comparative international case study of financial strategies between the U.S. Flagship and European World Class University (WCU) was explored in a qualitative analysis of viewpoints from four notable academics in higher education––two from the U.S. and two from Europe––and a gap analysis of strategic plans between Louisiana State University in the U.S. and the University of Bologna in Italy. Significant to the findings of this study, favorable institutional priority shifts in Third Mission strategic resources can imply ongoing university-community partnerships and growing revenue streams. Organizational change and strategic alignment from the traditional disciplinary university structure to an interdisciplinary framework design enables an external orientation that can maximize community partnerships, and engages academics, research, and service to promote economic development and innovative social growth. Leadership of the University of Bologna reframed its strategic framework in 2017, adapting all 17 of the United Nations 2030 Agenda Sustainable Development Goals (SDGs) to assist in achieving financial stability. Further research may indicate university networks of common SDGs translate into a new model for success in university community and regional engagement, social growth, and significant influence on political power shifts across the globe

Re-engineering Engineering Education in Europe

Contributing to the development and the enrichment of the European dimension in Engineering Education (EE), constituted the global goal of TREE. In other words to enhance the compatibility of the many diverse routes to the status of Professional Engineer which exist in Europe and, hence, to facilitate greater mobility of skilled personnel and integration of the various situations throughout Europe. The activity of the TN TREE, made up by some 110 higher education Institutions and Associations, has been developed along four main lines: A. the tuning line B. the education and research line C. the attractiveness of EE line D. the sustainability line This volume, accompanied by a CD Rom, presents the results of three years of works in the frame of the Thematic Network TREE which was activated and financed in the frame of the SOCRATES Programme in the period 2004-2007

European Higher Education Area: Challenges for a New Decade

This open access book presents the major outcomes of the fourth edition of the Future of Higher Education – Bologna Process Researchers Conference (FOHE-BPRC 4) which was held in January 2020 and which has already established itself as a landmark in the European higher education environment. The conference is part of the official calendar of the European Higher Education Area (EHEA) for events that promote and sustain the development of EHEA. The conference provides a unique forum for dialogue between researchers, experts and policy makers in the field of higher education, all of which is documented in this proceedings volume. The book focuses on the following five sub-themes: - Furthering the Internationalization of Higher Education: Particular - Challenges in the EHEA - Access and Success for Every Learner in Higher Education - Advancing Learning and Teaching in the EHEA: Innovation and Links With Research - The Future of the EHEA - Principles, Challenges and Ways Forward - Bologna Process in the Global Higher Education Arena. Going Digital? While acknowledging the efforts and achievements so far at EHEA level, the Paris Ministerial Communiqué highlights the need to intensify crossdisciplinary and cross-border cooperation. One of the ways to achieve this objective is to develop more efficient peer-learning activities, involving policymakers and other stakeholders from as many member states as possible for which this book provides a platform. It acknowledges the importance of a continued dialogue between researchers and decisionmakers and benefits from the experience already acquired, this way enabling the higher education community to bring its input into the 2020. European Higher Education Area (EHEA) priorities for 2020 onwards. European Higher Education Area: Challenges for a New Decade marks 21 years of Bologna Process and 10 years of EHEA and brings together an unique collection of contributions that not only reflect on all that has been achieved in these years, but more importantly, shape directions for the future. This book is published under an open access CC BY license

Engineering education for a sustainable future

En el context social global actual, en el què un nombre considerable de senyals inequívocs indiquen que la nostra societat està contribuint al col·lapse del planeta, "és necessari un nou tipus d'enginyer, un enginyer que sigui plenament conscient del que està succeint a la societat i que tingui les habilitats necessàries per fer front als aspectes socials de les tecnologies" (De Graaff et al., 2001). L'educació superior és un instrument essencial per superar els reptes del món actual amb èxit i per formar ciutadans capaços de construir una societat més justa i oberta (Álvarez, 2000). Per tant, les institucions d'educació superior tenen la responsabilitat d'educar els futurs titulats amb la finalitat que adquireixin una visió moral i ètica i assoleixin els coneixements tècnics necessaris per assegurar la qualitat de vida per a les generacions futures (Corcoran et al, 2002). Amb l'objectiu d'assegurar que els futurs titulats siguin enginyers sostenibles, tres qüestions fonamentals han guiat aquesta investigació: Quines competències en sostenibilitat ha d'adquirir un enginyer a la universitat? Com poden aquestes competències ser adquirides d'una manera eficient? Quina estructura educacional és més eficaç per facilitar els processos d'aprenentatge requerits? La primera pregunta es refereix a "Què?", és a dir, a quines competències relacionades amb la sostenibilitat (coneixements, habilitats i actituds) ha de tenir un enginyer que es gradua en el segle 21. La segona qüestió es refereix a "Com?" i es centra en com els processos educatius poden fer possible l'aprenentatge de les competències en sostenibilitat a través de les estratègies pedagògiques adequades. L'última pregunta es refereix a "On?" des de la perspectiva de quin pla d'estudis i quina estructura organitzativa són necessaris per poder aplicar la didàctica més òptima per graduar enginyers amb competències en sostenibilitat. Aquesta recerca s'ha enfocat des d'una vessant teòrico-pràctica en què tant les estratègies pedagògiques com les competències en sostenibilitat s'han estudiat en paral·lel. Amb aquesta orientació, s'ha dissenyat una eina d'avaluació que mesura aquests dos aspectes i la seva relació, i que s'ha aplicat a 10 casos d'estudi formats per cursos de sostenibilitat de 5 universitats tecnològiques europees, en els quals hi han participat, en total, més de 500 estudiants. Per completar l'estudi, s'ha analitzat la introducció de la sostenibilitat en els plans d'estudi de 17 universitats tecnològiques, i s'han entrevistat 45 experts en educació de sostenibilitat en l'enginyeria. En relació a les preguntes clau, els resultats de la investigació han estat els següents: En el moment de titular-se, l'estudiantat d'enginyeria hauria d'haver adquirit les competències següents: pensament crític, pensament sistèmic, ser capaços de treballar en un entorn transdisciplinari, i tenir valors en consonància amb el paradigma de la sostenibilitat. D'altra banda, d'acord amb els requisits de l'EEES, també cal establir un marc comú per definir, descriure i avaluar les competències en sostenibilitat a nivell europeu. Després d'haver realitzat un curs en sostenibilitat, la majoria de l'estudiantat segueix prioritzant el rol tecnològic de la sostenibilitat, pel que fa a la tecnologia com la solució als problemes ambientals, sense gairebé considerar els aspectes socials. Per tant, els cursos sobre sostenibilitat han d'emfatitzar més la part social i institucional de la sostenibilitat. Existeix una relació directa entre l'aprenentatge de la transdisciplinarietat i el pensament sistèmic. L'aprenentatge cognitiu de l'estudiantat augmenta, a mida que s'aplica una pedagogia més orientada a la comunitat i més constructiva. Així, l'aprenentatge cognitiu de la sostenibilitat també millora a través d'una l'educació activa, experiencial i multimetodològica. A més a més, en l'aprenentatge de la sostenibilitat, el paper del professorat és molt important pel que fa a l'aprenentatge implícit de valors, principis i pensament crític associats a la sostenibilitat. Les universitats tecnològiques actualment implementen l'educació en sostenibilitat a través de quatre estratègies principals: un curs específic, una especialització en sostenibilitat, un màster en sostenibilitat o en tecnologies sostenibles, i la integració del desenvolupament sostenible en tots els cursos. No obstant això, la principal barrera per a la integració de la sostenibilitat en tots els cursos és la manca de comprensió del terme per part del professorat. L’enfocament individual" (Peet et al., 2004) ha demostrat ser un bon sistema per superar aquesta barrera. Hi ha una necessitat clara de lideratge per part de l'equip de govern de les universitats en el procés de canvi cap a una educació en sostenibilitat. Aquest lideratge ha de promoure l'enfocament de baix a dalt. Els processos d'educació en sostenibilitat es reforcen quan aquests no només integren l'educació, sinó també totes les altres àrees clau d'activitat de la universitat: recerca, gestió i relació amb la societat. En breu, l'estructura d'aquesta tesi és la següent. El capítol 1 introdueix el plantejament de la recerca. El capítol 2 revisa l'estat de l'art i la literatura en relació a les competències que els enginyers han de tenir quan es graduen. A continuació, el capítol 3 descriu les estratègies pedagògiques per al desenvolupament sostenible i les analitza des d'un punt de vista teòric i metodològic presentant els avantatges i desavantatges de les més utilitzades en l'ensenyament d'enginyeria El capítol 4 presenta les estructures curriculars que han de catalitzar el procés d'aprenentatge en sostenibilitat. El capítol 5 desenvolupa el marc conceptual de la recerca, les propostes metodològiques de la investigació i els casos d'estudi analitzats. El capítol 6 avalua comparativament les competències en sostenibilitat definides en tres universitats tecnològiques que són líders europeus en sostenibilitat. El Capítol 7 introdueix el marc metodològic per a l'avaluació de l'aprenentatge cognitiu en sostenibilitat del estudiantat. Aquesta metodologia s'aplica en el capítol 8 als 10 cursos de sostenibilitat impartits en 5 universitats tecnològiques europees, que conformen els casos d'estudi d'aquesta recerca. A partir de les 45 entrevistes realitzades a experts en sostenibilitat provinents de 17 universitats tecnològiques europees, el capítol 9 estudia les millors pràctiques en pedagogia per a l'aprenentatge de la sostenibilitat i el capítol 10 examina l'estructura curricular que més facilita l'aprenentatge en sostenibilitat a les universitats tecnològiques. En el Capítol 11 es comparen els resultats obtinguts en els diferents casos d'estudi i s'avaluen les propostes plantejades en el capítol 1. Finalment, el capítol 12 planteja les conclusions de la recerca i algunes recomanacions per a les institucions d'educació superior tecnològiques.In today's world social context, in which a considerable number of contrasting signs reveal that our society is currently contributing to the planet's collapse, "a new kind of engineer is needed, an engineer who is fully aware of what is going on in society and who has the skills to deal with societal aspects of technologies" (DeGraaff et al., 2001).Higher education is the essential instrument to overcome the current world challenges and to train citizens able to build a more fair and open society (Alvarez, 2000). Thus higher education institutions have the responsibility to educate graduates who have achieved an ethical moral vision and the necessary technical knowledge to ensure the quality of life for future generations (Corcoran et al, 2002).In relation to graduating sustainable engineers, three main questions have been developed to guide this research:1. Which Sustainability (SD) competences must an engineer obtain at university?2. How can these competences be acquired efficiently?3. Which education structure is more effective for the required learning processes?The first main question is a "What" question, and focuses on which competences (knowledge/understanding, skills/abilities and attitudes) an engineer graduating in the 21st century should have in relation to SD. The second main question is a "How" question and focuses on how can the education processes make this learning achievable through the proper pedagogical strategies. The last main question is a "Where" question and looksat the perspective of the curriculum and the organizational structure needed to apply the optimal didactics to achieve the goal of graduating sustainable engineers.The focus of this research requires a theoretical‐practical approach in which both pedagogical strategies and SD competences are studied in parallel. An assessment tool that measures the two subjects and their relationship is developed and case studies are run in 10 SD courses at 5 European technological universities, where nearly 500 students have participated. Moreover, the different approaches to introduce SD in thecurriculum of 17 technological universities are analysed, and 45 experts on teaching SD to engineering students have been interviewed.In relation to the key questions, the findings of this research are the following.When graduating the engineering students should have acquired the following SD competences: critical thinking, systemic thinking, an ability to work in transdisciplinary frameworks, and to have values consistent with the sustainability paradigm. Moreover, following the requirements of the EHEA, a common framework to define, describe and evaluate SD competences at European level is needed.Most students, after taking a course on SD, highlight the technological role of sustainability in terms of technology as the solution to environmental problems. Therefore SD courses need to place more emphasis on the social/institutional side of sustainability.There is a direct relationship between transdisciplinary and systemic thinking learning.Students achieve better cognitive learning as more community‐oriented and constructive‐learning pedagogies are applied. Multi‐methodological experiential active learning education increases cognitive learning of sustainability. In addition, the role of the teacher is very important for SD learning in terms of implicit learning of sustainability values, principles and critical thinking.There are four main strategies to increase EESD in universities: a specific SD course, a minor/specialization in SD, a Master on SD or Sustainable Technologies and the embedment of SD in all courses. Nevertheless the main barrier to embedding SD in all courses is the lack of comprehension to SD within the faculty. Theindividual approach (Peet et al., 2004) has shown to be successful to overcome this barrier.There is a need of clear top‐down leadership in the ESD process, which must promote the bottom‐upapproach. Additionally, ESD processes are reinforced when they encompass not only education but also all the key areas of the university: research, management, and society outreach.This thesis is organised as follows. The introduction in chapter 1 is followed by the state of the art and literature review in competences that engineers should have when graduating in chapter 2. Chapter 3 introduces the pedagogical strategies for SD and develops a theoretical and methodological exploration ofthese strategies, which presents the pros & cons and learning outcomes of the most common pedagogical strategies in engineering. Chapter 4 describes the curriculum structures that catalyse the process of sustainable education. Chapter 5 presents the development of the conceptual research framework,propositions and case studies research methodologies. A comparative SD competence analysis of three European leading SD technological universities is presented in chapter 6. Chapter 7 introduces the methodology framework to evaluate the knowledge on SD acquired by students; this methodology is laterapplied in chapter 8 to 10 case studies related to SD courses taught in 5 European technological universities.From the results of the interviews with 45 experts from 17 European technological universities, chapter 9 analyses the best pedagogical practices for SD learning and chapter 10 analyses the curriculum structure thatmost facilitates the introduction of SD learning in technological universities. Chapter 11 compares the different cases analyzed and evaluates the propositions developed in chapter 1. Finally, in chapter 12 conclusions are drawn and recommendations for technological higher education institutions are provided.Postprint (published version