In this paper we present the results on the evolution of two promotions of BUSINESS ADMINISTRATION students, the course of 2004-2005 and 2005-2006; the first group with a teaching-traditional learning and the second with a methodology adapted to the European Higher Education Area.  

We analyzed the data about the development in the descriptive variables of quality learning from the second through fifth course in these two groups and compared between them. The main objective is focused on finding evidence to conclude whether we actually help to the learning of student to implement the new structures in this degree of the Bologna process.

Variables measured in the RESEARCH PROCESS

·         Deep approach to learning: how to cope with study and learning tasks that characterized by an intention to fully understand the contents and widening strategy and the search for connections between content studied.

·         Superficial learning approach: how to cope with study and learning tasks, that characterized by an attempt to overcome the subjects with the minimum effort required and a strategy to learn the contents by heart.

·         Self-Efficacy Expectations: The picture that we are drawing ourselves throughout our lives is made up not only by the experiences we live but by many other factors involved in our perceptions. This image about ourselves configures the self-efficacy expectations to tackle any task we want to develop.

·         Self-Regulation: Torre (2006, pp. 257-258) defines self-regulation for academic learning as "a set of beliefs and behaviors performed by the student that indicate a high degree of awareness about your goals and personal way of learning, and at the same time a clear determination to choosing and using appropriate strategies for it".

·         Degree of acquiring some generic competences: The term "competence" we understand as "observable behaviors that manifest when implemented in an integrated way the knowledge, skills, attitudes, values and motivation, as a result of the training offered to students to act effectively to the demands and manage, at the future, relevant problems in the context of a profession "(Martinez, 2007).

•   Organization and Planning

•   Problem-Solving and Decision Making

•   Computer Skills

•   Teamwork

·         Variables related to the learning context: According to Biggs and Moore (cited in Biggs, 1999) the model learning and teaching of the 3 P's  is a response to the need to establish a set of variables that can act as mediators of the learning process. Between this variables we have chosen these variables to its analysis:

·         Perception of what is learned in the course

·         Amount of work required by teachers

·         Contact hours

·         Communication between students and teachers

·         Active participation in class

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