Spanish University teachers have traditionally been individualist as long as teaching is concerned. Beyond formal aspects such as the organization of teaching schedules or distribution of modules, collaboration among teachers within a program has been anecdotal. This lack of collaboration occurs even more between different studies or programs.

Collaborative and teamwork tradition exist regarding research projects, which are understood as cooperative in their essence. Teaching, however, has been an exclusive domain of individual teachers, where each of us decides what to teach, how to do it and also what, when, and how to assess.

One of the current principles in Higher Education is to develop student’s competences. We must now think about the competences to be developed in each module within a certain program. And to do so, collaborative work, and coordination of university teachers when planning and designing their module is essential (Briggs, Stark & Rowland, 2003; Quesada, Rodríguez & Ibarra, 2013). In fact, from student’s viewpoint departments are inexistent, what exists is their undergraduate or master’s program (Paricio, 2007).

Coordination among teachers within the same programs is a task to be undertaken. But then again, how can teachers coordinate effectively and efficiently? What strategies can we use? Are there any practices that could be useful de develop collaborative and teamwork skills in teachers?

Teamwork allows university teachers not only develop skills in students throughout the program, but also the development of teaching methods which impact would be limited if applied in a single subject (Valero and Navarro, 2009).

All these possibilities make coordination and teamwork a treasure that we can (and should) get, not without difficulty, following the map that was drawn with the commitments made in the Bologna Declaration.

The aim of this paper is to analyse the opinion of a group of university teachers with regards to teamwork and collaboration.

Briggs, C. L; Stark, J.S. and Rowland-Poplawsky, J. (2003) How Do We Know a “Continuous Planning” Academic Program When We See One?. The Journal of Higher Education, 74 (4), 361-385 Paricio, J. (2007). Implicaciones del paso de la docencia centrada en contenidos a la docencia centrada en competencias. En ANECA (2007). VIII Foro ANECA. ¿Es posible Bolonia con nuestra actual cultura pedagógica? Propuestas para el cambio (25-33). Recurso en línea (consultado el 23 de mayo de 2012): http://www.aneca.es/content/download/8972/107981/file/publi_8foro.pdf Quesada Serra, V., Rodríguez Gómez, G. and Ibarra Sáiz, M.S. 2013. ActEval: un instrumento para analizar la competencia evaluadora del profesorado universitario. [ActEval: a questionnaire for the analysis and reflection on university teachers’ assessment activity] Revista de Educación. Valero, V. y Navarro, J.J. (2009). Sección Especial: Experiencias de coordinación del profesorado en el marco del EEES. ReVisión, 2 (2): http://www.aenui.net/ojs/index.php?journal=revision&page=article&op=viewArticle&path%5B%5D=51&path%5B%5D=75 (Consultado el 17/5/2012).