22 SES 06 B, Teaching, Learning and Assesment in Higher Education
A set of recent studies about the Bologna Process by European researchers have been analyzing several features related to changes in the organizational model of Higher Education (HE) institutions as well as in students expectations and motivations induced by the process. As far as we know, the teachers’ opinions about the same process have been less studied.
Both teachers and students of HE in Portugal, and specially in ISEG - the school that is the object of study in this paper – have been discussing the effects of the implementation of the Bologna Process.
Trying to go deeper in the analysis of those effects, the ISEG’s Pedagogic Observatory (PO) has developed a study from which it was possible to gather relevant quantitative and qualitative information about the consequences of the implementation of the Bologna Process and how both ISEG’s teachers and students have been reacting to it.
Using the collected information we intend to make an assessment of the impact of the Bologna Process on the success\failure of ISEG’s students measured by the grades and retentions in two 1st year critical curricular subjects (Math 1 and Economics 1) of the four Majors (Economy, Business Management, Mathematics Applied to Economics and Business Management and Finance).
Actually it is our hypothesis that the Bologna induced changes in crucial indicators of the organizational model such as the number of students per class, the number of hours of theoretical versus practice classes per week and the concentration of subject matters within a semester have a negative impact on students’ performance.
The analysis of ISEG’s teachers and students changes in expectations and motivations related to the implementation of the Bologna Process is also a main object of this study. To do this analysis we use the data collected through the Pedagogic Inquiries applied every semester to the ISEG’s students about their opinions on syllabuses and pedagogic model in each subject. We also consider the results of some in-depth semi-directive interviews to a representative sample of students and teachers.
Students from abroad, either from Portuguese speaking countries, other European countries, sons of actual or ex-emigrants, as well as ERASMUS students, are a matter of concern in ISEG. Therefore it is also our purpose to search for eventual differences either in final grades and number of retentions or in the expectations and motivations between students according to the country where they have finished their Upper Secondary studies.
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