INTRODUCTION

The adaptation of the university teaching to the European Space of Higher Education has produced several transformations in the educational policies, the structures and university knowledge. This is reflected  by the Tuning Project, whose aim is to adjust the educational structures of Europe and create a system of recognizable and comparable qualifications (González y Wagenaar, 2003;  Rodríguez, 2007 y Lupiañez, 2014). This will give common points of reference and comparisons which will be made respecting the independent universities. One of the adaptations has been to introduce the concept of useful skills so that they can be evaluated in relation to their level of influence (González y Wagenaar, 2003).

In the case of the Primay Education Teacher Degree in Spain, Order ECI/3857/2007 establishes the 12 basic skills that the students must acquire during their degree.. These skills are related to the knowledge of the curricular areas of Primary Education, designing, planning and evaluating learning processes, presenting effective  learning situations in multicultural and multilingual contexts, designing diverse learning spaces, improving coexistence in and outside of the classroom,  knowing the centers' ongoing organization and operation, collaborating with different sectors of the educational and social community, valuing responsibility of a  sustainable future,  seeking innovation and individual and cooperative work applying information and communication technologies and understanding the limits of the current education system and possibilities for improvement. 

In addition, when the university studies are analyzed, it is important to take into account the academic satisfaction of the students, because this is a fundamental element in the evaluation of effective educational environments. This allows the institutions to restructure their organization to improve and satisfy student needs (Schleich, Polydoro y Santos, 2006). Student satisfaction has a positive impact on the motivation and the achievement of the students (Gento and Vivas, 2003) and it is considered one of the fundamental elements for measuring the quality of institutions.

Academic satisfaction is a process that values the relationship that exists between the students expectations regarding the degree, the university in general, and the career development and experiences of the students.  However, it is not only valued if these expectations have been managed, but also whether the educational needs in university studies have been resolved. Thus, satisfaction measures are multidimensional by  including the quality of teaching, buildings, facilities, administration, curriculum and  university environment (Bolliger & Erichsen, 2013; Schleich, Polydoro y Santos, 2006; Gento y Vivas, 2003 y Elliott & Shin, 2002).

REFERENCES Bolliger, D. & Erichsen, E. (2013). Student satisfaction with blended and online based on personality type. Canadian Journal of Learning and Technology, 39(1), 1-23. Elliott, K. & Shin, D. (2002). Student satisfaction: an alternative approach to assessing this important concept. Journal of Higher Education Policy and Management, 24(2), 197-209. Gento, S. y Vivas, M. 2003). El SEUE: un instrumento para conocer la satisfacción de los estudiantes universitarios con su educación. Acción Pedagógica, 12(2), 16-27. González, J. y Wagenaar, R. (coords.) (2003). Tuning Educational Structures in Europe. Informe Final. Fase Uno. Bilbao: Universidad de Deusto. Lupiañez, J. (2014). Competencias del profesor de primaria. Educaçao & Realidade, 39(4), 1089-1111. ORDEN ECI/3857/2007, de 27 de diciembre, por la que se establecen los requisitos para la verificación de los títulos universitarios oficiales que habiliten para el ejercicio de la profesión de Maestro en Educación Primaria. Rodríguez, A. (2007). Las competencias en el Espacio Europeo de Educación Superior: tipologías. Humanismo y trabajo social, 6, 139-153. Schleich, A., Polydoro, S., y Santos, A. (2006) Escala de satisfação com a experiência acadêmica de estudantes do ensino superior. Avaliação Psicológica, 5(1), 11-20.