22 SES 05.5 PS, General Poster Session
General Poster Session
The Spanish universities, the centers of higher education and the responsible people for developed degrees are involved, since long time ago, in setting up strategies aimed to improving the quality of its training programs and also its internships programs.
In the current context in which the culture of quality evaluation of higher education training programs can be considered as consolidated due to multiple evaluation processes developed, both for teachers and titles, it is necessary to perform more detailed analysis to understand the conditions and circumstances under which processes are developed and identify the strengths and weaknesses to improving training programs. This paper focuses on some key features that specify quality concept. To address the evaluation of training processes for quality improvement is necessary to identify the aspects that denote quality and the elements that will guide data collection, data analysis and subsequent decision-making process. In this case, the main arguments are summarized as:
1. The internships should be analyzed and evaluated in the training process context in which they are included for certifying acquired skills and developed by the students and to assess the excellence level of training processes in higher education.
2. Understand the issues involved in internships performed by students allows to establishing guidelines and criteria for the evaluation of such training programs.
3. Increasing understanding about the different elements and stakeholders involved in internships promotes improving employability and job placement of graduates and contributes to reach the objectives proposed in the process of convergence towards the European Higher Education Area (EHEA).
4. To obtain a higher level of information on internships require closer to their context from multiple perspectives, gathering information, opinions and assessments of different stakeholders directly involved in such internships, and thus adopting a dual perspective evaluation, internal as well as external perspectives.
Thus, in the context of this research the aim is to define the basis and the framework to design a useful protocol for the evaluation of the internships, in this paper we focus on one of the specific objectives: to know and analyze the valuation on internships, performed by stakeholders involved: coordinators, academic tutors, external tutors and students. These agents play, each in its respective field, a key role in the development process, evaluation and improvement of the internships.
Finally, the objectives are:
1. Determine the overall satisfaction level of those stakeholders involved in internships (internships coordinators, academic tutors, external tutors and students) on internships programs, with all other agents involved and with centers (faculties), business, associations and institutions in which students do internships.
2. Meet the perception that stakeholders involved in internships have on the level of overall satisfaction on internships programs that centers, academic and external tutors, coordinators and students have.
García Delgado, J. (2009). Bolonia y la buena práctica de las prácticas. La Cuestión Universitaria 5, 2009, 82-90. Korthagen, F.A.J. (2001). Linking practice and theory: the Pedagogy of realistic teacher education. Annual Meeting of the American Educational Research Association, Seattle. Rodríguez Conde, Mª. J. (2011). La garantía de calidad, base de la movilidad. Revista de Docencia Universitaria. REDU. Monográfico: El Espacio Europeo de Educación Superior. ¿Hacia dónde va la Universidad Europea?. 9 (3), 99-117. Recuperado el 18 de abril de 2013 en http://redaberta.usc.es/redu Rodríguez Espinar, S. (2005). La gestión de la calidad en el marco de la Enseñanza Universitaria. En W. De Vries (Coord.). Calidad, eficiencia y evaluación de la Educación Superior. Oleiros: Netbiblo, 242-263. Ryan, G.; Toohey, S.; y Hughes, C. (1996). The purpose, value and structure of the practicum in Higher Education: a literature review. Higher Education 31, 355-377. Stake, R. E. (1983). Program evaluation, particularly responsive evaluation. In G.F. Madaus, M. Scriven, and D. L. Stufflebeam (Eds.). Evaluation models. Viewpoints on Educational and Human Services Evaluation. Boston: Kluwer-Nijhoff Publishing. Van Vught, F. (2011). Responding to the EU Innovation Strategy: the need for institutional profiling in European Higher Education and Research. In J. Enders (Ed.). Reform of Higher Education in Europe. Twente: University of Twente. The Netherlands, 63-80. Zabalza, M. A. (2011). Evaluar la calidad del practicum: una propuesta. En M. Raposo, M. E. Martínez, P. C. Muñoz, A. Pérez, y J. C. Otero (Eds.). Evaluación y supervisión del practicum: el compromiso con la calidad de las prácticas. Santiago de Compostela: Andavira. Zeichner, K. M. (2010). Rethinking the connections between campus courses and field experiences in College and University-based Teacher Education. Journal of Teacher Education, 61 (1-2), 89-99.
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.