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A HOLISTIC OVERHAUL OF TEACHING AT THE UNIVERSITY LEVEL

Luis Mara Lpez-Ochoa (*)Luis Mara Lpez-GonzlezJos Luis Mguez-TabarsCarla Mguez-lvarez

luis-maria.lopezo@unirioja.es

indexBackgroundThe FacultyThe StudentsHolistic VisionConclusions

IndexBackgroundThe FacultyThe StudentsHolitic visionConclusions2Background (I)

BackgroundIt is a recognized fact that technological advances have greatly increased the incorporation general technical professionals into the work force. Given this context, future professionals must be trained not only in technical competencies, but they must also familiarize themselves with the work methods relevant to the times in which we live.This situation directly affects the professional profile for which we educate our students, while also calling for skills that would be extremely difficult to address with traditional teaching methods.3Background (& ii)

It is impossible to define teaching quality in a specific and yet general manner, since the educational environment encompasses different actors (faculty, student body, institutions, graduates, etc.) and each of them can formulate different and legitimate interpretations of teaching quality. This situation explains the increasing support for those theses that affirm teaching quality is a relative and multi-faceted concept, in relation to its systems objectives and actors. In this context, we believe that the professor is the foremost guarantor of teaching quality in educational centres and we understand the student to be the main focus when it comes to evaluating teacher quality, as the student represents the direct recipient of the service provided.This article aims to analyse university teaching from a primarily practical standpoint, reflecting on the current situation and identifying possible deficiencies, focused on the protagonists of the teaching-learning process: teaching staff and students

4THE FACULTY (i)

Two basic functions comprise the work of a university professor: teaching and research. However, an excellent researcher is not necessarily a good teacher.Moreover, teaching experience is no guarantee of teaching quality, while still recognizing its importance. However, research does exist to support the intimate relationship between professors who receive favourable evaluations and the pedagogical training of these teachers.

5THE FACULTY (ii)KNOWLEDGESPHEREDisciplinary knowledgeTeacher trainingGeneral pedagogical knowledge, teaching principles and strategies. Knowledge of the foundations of education, its objectives and purposes.Curricular knowledge, syllabus and materials.Teaching managementDidactic content knowledgeMastery of content Knowledge of students and their characteristics.Knowledge of studentsKnowledge regarding the educational context and culture.Identity of the educational centre

Given the foregoing, it is clear that teaching in higher education entails several professional demands that go beyond specialised content knowledge, and include complementary skills and knowledge.The following table re-organises educations principals focal points for improvement, quality and excellence according to a liberally interpreting the aforementioned complementary knowledge sets and Spanish universities current situation.6The faculty (& iii)

In short, it is clear that in order to correctly implement the proposed educational model a transition period is necessary to adapt some aspects.First of all, introducing new curricular skills requires the modification of learning objectives, and consequently of methodology, planning, activities and assessment as well. For this task, continuous training for faculty is a key factor to rise to the challenge of teaching in accordance with modern times.In this regard, we must note that teacher training for university faculty is highly dependent on context; hence it requires a subjective evaluation.

7THE STUDENTS (I)*

our research focuses on the preferences students To evaluate their motivation and predisposition to participate in the teaching-learning process.

The dimensions by which a user judges quality of a service can be condensed to just five: tangible components, reliability, responsiveness, security and empathy. At Thermal Engineering Department (DIT) at the University of La Rioja, we believe that more than enough tools exist to assess the first four dimensions, whether it is by means of the ANECA programs or the traditional student surveys. Nevertheless, we also believe that the fifth and final dimension empathy is not given its due consideration. In this study, our research focuses on the preferences students demonstrate for different work methodologies. The objective is to evaluate their motivation and predisposition to participate in the teaching-learning process.8The students (& ii)

A generic description about our students is done in base of the past experiences of Thermal Engineering Department at the University of La Rioja.Firstly, let us explain the segmentation of these students. This first distinction is made between those standard students (starting university after high school and entrance exams, in accordance with their age, school year, and lack of professional experience); Meanwhile, the profile of the other group (entering university after professional training is similar to doing so after high school, characterised by a wider age-range and all of these students have work experience).The vast majority of students assign great importance to learning a second language, and consider that that language should be English.Motivation: Initially the average student pertains to the apathetic profile. Nevertheless, the experience also indicated that this profile often changes its habits at the last minute to mimic that of the competitive profile, concentrating their studies into short bursts of time prior to a project deadline or exam9Holistic visionPROFESSIONAL PROFILELAWORGANISATIONMANAGEMENTPEDAGOGYLINGUISTICS, L2, ICT, etc.QUALITY

The professional profile of higher education faculty is extremely diverse and complex. In our case, we believe that it is impossible to perform as a highly competent professional in this field without delving into spheres of knowledge other than those specific to ones subject area. For this discussion, it is advisable to review the legal and regulatory factors affecting education, national as well as international (law), as well the institutional identity of the educational centre in question (organisation). Whats more, teaching and academic work require additional competencies beyond merely transmitting knowledge or promoting learning (management), issues that also require their own specific training (pedagogy). In short, the decision to incorporate transversal competencies into curricula entails the acquisition of new skills (Linguistics, L2, ICT, etc.). And all this under an educational model that demands faculty get to know their students better. And lastly, may we add to the aforementioned points, that the long-standing search for excellence (Quality) is an intrinsic driving force for an exceedingly vocational profession.10cONCLUSIONS

The professional duties of university professors are increasingly complex, as they are expected to collaborate in projects in different fields while maintaining the same quality of results without a greater amount of resources. This situation significantly complicates the specialisation of teaching staff, as it is rather complicated to master such diverse duties as research, the pedagogical training necessary to foster teaching innovations, and the actual activity of teaching (teaching-learning process and academic management).At this time let us refer to the hackneyed expression less is more which can be applied to specific situations and education is, at the very least, a dangerous option. Our development into a modern nation will depend to a great extent on our future skilled and highly-skilled work force, and those workers are todays students.11