Supervisors' perceptions of research competencies in the final-year project

Background: This paper analyses the development of research competencies in higher education students, particularly with regard to the undergraduate Final-Year Project (FYP). The FYP is understood as an assignment that requires the integration of learning outcomes and demonstration of competencies for the successful completion of the degree. Purpose: Given the key role played by academic supervisors in the FYP, the main objective of this study was to ascertain their perceptions of the way students apply research competencies to their FYP. Sample: Interviews were carried out with a sample comprising 12 academic supervisors at the University of Barcelona (Spain), with at least two years of experience supervising FYPs in the Education Degree programme. Design and method: A qualitative, exploratory and interpretative methodology was employed, using semi-structured interviews, which were guided by a validated script. Once data were transcribed, themes were explored through hermeneutical content analysis. Results: The analysis allowed exploration of themes related to the supervisors? perceptions of: the academic supervisor roles (personal and academic guidance; topic choice; definition, contextualisation and setting research; knowledge integration facilitation), student profiles (autonomy, awareness of competencies), the concept and process of the FYP and a number of specific research competencies (bibliographic research, information recovery and analysis techniques, methodological process organisation and ethical treatment of information). The analysis suggested that supervisors understand the research competencies within a broad frame of their teaching, and even within their personal roles, which range from motivating, raising awareness of what has been learnt during the degree course, explaining specific concepts or processes, right through to the academic supervisors? own learning process. Conclusions: The study offers insights into the academic supervisors? perceptions of the FYP and its relationship with the research competencies. It was evident, for example, that the supervisors? views of the methodological aspect reached far beyond the application of a technique, as they attached importance to the coherence between different elements of the project. It is hoped that the research can help inform practical guidance, with the aim of supporting the development of the competencies

University students' perceptions of e-portfolios and rubrics as combined assessment tools in education courses

This article presents a study with a twofold research aim: (a) to ascertain university students' perceptions on two combined assessment tools (e-portfolios and formative rubrics) and (b) to identify if among students there were differing perceptions on the use of e-portfolios, and what factors favored acceptance of these. The data gathering method was a questionnaire administered to 247 students on the Education Degree at the University of Barcelona. Regarding our first aim, it was confirmed that although the portfolio and rubrics were used in combination, students viewed each of them independently. Regarding the second aim, we identified four groups and a range of factors that may explain the varying perceptions of the portfolios and rubrics. Favorable factors were, in first place, greater teacher experience in using the digital portfolios; second, continuous technical support for their use; third, their having greater weight in assessment; and fourth, smaller class sizes

El Portafolis digital per a la millora de competències transversals en alumnes de Pedagogia de la Universitat de Barcelona

Resum: En la comunicació es presenten els resultats principals de la implementació d'un portafolis digital en 340 estudiants de Pedagogia de la Universitat de Barcelona, amb els objectius de determinar el grau en què el portafoli ajuda a desenvolupar competències transversals en l'alumnat i conèixer l'opinió d'estudiants i docents en relació a les competències desenvolupades. Abstract: This paper presents the main results of digital portfolio implementation on 340 students of Education at the University of Barcelona, with the aims to determine the grade which portfolio helps to develop students' competencies and to find out the students' and teachers' perceptions about the developed competencies

Un sistema de portafolis digital per la millora de competències transversals

S’ha implementat un sistema de portafolis digital en assignatures metodològiques del grau de Pedagogia de la Universitat de Barcelona, amb el doble objectiu de: analitzar el grau en que el seu ús ajuda a desenvolupar competències transversals en l’alumnat; i conèixer com el sistema de portafolis afecta a la organització de la docència. Han participat 340 estudiants i 8 docents. Els resultats mostren nivells d’assoliment de les competències baixos i graus de satisfacció amb el portafolis moderats per part de l’alumnat. Pel professorat el portafolis te potencial pedagògic, però cal formació, motivació per l’alumnat en el seu ús e implementació del portafolis durant períodes de temps llargs.Projectes de Millora i Inovació Docente de la UB 201

Nurses' perceptions of aids and obstacles to the provision of optimal end of life care in ICU

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Supervisors' perceptions of research competencies in the final-year project

Background: This paper analyses the development of research competencies in higher education students, particularly with regard to the undergraduate Final-Year Project (FYP). The FYP is understood as an assignment that requires the integration of learning outcomes and demonstration of competencies for the successful completion of the degree. Purpose: Given the key role played by academic supervisors in the FYP, the main objective of this study was to ascertain their perceptions of the way students apply research competencies to their FYP. Sample: Interviews were carried out with a sample comprising 12 academic supervisors at the University of Barcelona (Spain), with at least two years of experience supervising FYPs in the Education Degree programme. Design and method: A qualitative, exploratory and interpretative methodology was employed, using semi-structured interviews, which were guided by a validated script. Once data were transcribed, themes were explored through hermeneutical content analysis. Results: The analysis allowed exploration of themes related to the supervisors? perceptions of: the academic supervisor roles (personal and academic guidance; topic choice; definition, contextualisation and setting research; knowledge integration facilitation), student profiles (autonomy, awareness of competencies), the concept and process of the FYP and a number of specific research competencies (bibliographic research, information recovery and analysis techniques, methodological process organisation and ethical treatment of information). The analysis suggested that supervisors understand the research competencies within a broad frame of their teaching, and even within their personal roles, which range from motivating, raising awareness of what has been learnt during the degree course, explaining specific concepts or processes, right through to the academic supervisors? own learning process. Conclusions: The study offers insights into the academic supervisors? perceptions of the FYP and its relationship with the research competencies. It was evident, for example, that the supervisors? views of the methodological aspect reached far beyond the application of a technique, as they attached importance to the coherence between different elements of the project. It is hoped that the research can help inform practical guidance, with the aim of supporting the development of the competencies

University students' perceptions of e-portfolios and rubrics as combined assessment tools in education courses

This article presents a study with a twofold research aim: (a) to ascertain university students' perceptions on two combined assessment tools (e-portfolios and formative rubrics) and (b) to identify if among students there were differing perceptions on the use of e-portfolios, and what factors favored acceptance of these. The data gathering method was a questionnaire administered to 247 students on the Education Degree at the University of Barcelona. Regarding our first aim, it was confirmed that although the portfolio and rubrics were used in combination, students viewed each of them independently. Regarding the second aim, we identified four groups and a range of factors that may explain the varying perceptions of the portfolios and rubrics. Favorable factors were, in first place, greater teacher experience in using the digital portfolios; second, continuous technical support for their use; third, their having greater weight in assessment; and fourth, smaller class sizes

Un sistema de portafolis digital per la millora de competències transversals

S’ha implementat un sistema de portafolis digital en assignatures metodològiques del grau de Pedagogia de la Universitat de Barcelona, amb el doble objectiu de: analitzar el grau en que el seu ús ajuda a desenvolupar competències transversals en l’alumnat; i conèixer com el sistema de portafolis afecta a la organització de la docència. Han participat 340 estudiants i 8 docents. Els resultats mostren nivells d’assoliment de les competències baixos i graus de satisfacció amb el portafolis moderats per part de l’alumnat. Pel professorat el portafolis te potencial pedagògic, però cal formació, motivació per l’alumnat en el seu ús e implementació del portafolis durant períodes de temps llargs.Projectes de Millora i Inovació Docente de la UB 201