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Galán González, Arturo

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0000-0002-3695-4792
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Galán González
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Arturo
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2012 - 201912020 - 20231
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Mostrando 1 - 2 de 2
  • Miniatura
    Publicación
    The Effects of Implementing the ESHE on the Assessment of Teaching Competency in Spain
    (2012) Muñoz Sanroque, Isabel; Galán González, Arturo::virtual::3195::600; García Amilburu, María::virtual::3196::600; Galán González, Arturo; García Amilburu, María; Galán González, Arturo; García Amilburu, María; Galán González, Arturo; García Amilburu, María
    The official documents pertaining to the European Space for Higher Education (ESHE) contain few guidelines regarding the changes required in university teaching; the documents merely state that the changes should be oriented towards a) teaching focused on learning, and b) learning in order to acquire academic-professional competencies. Out of these simple guidelines, National Quality Agencies and governing bodies of the Universities have designed a set of assessments policies implying strong methodological changes in everyday teaching practices. This article provides a critical review of the new European setting and the new features defining the university teaching profession (i.e., the professional skills that ESHE implementation demands from faculty). As a result of the study, five traits that define teaching competency are proposed within the ESHE framework. It is recommended that these dimensions be considered in the design of models that assess the quality of university teaching. Finally, the appropriateness of ANECA’s Docentia Programme for faculty evaluation in this context is examined.
  • Miniatura
    Publicación
    Business internships for bachelor's degrees at blended learning universities: A pilot study to assess the transition from hybrid studies to the workplace
    (Elsevier, 2023-07) Navío Marco, Julio; Sánchez Figueroa, María Cristina; Galán González, Arturo
    Enhancing the employability of new graduates is a growing demand for universities. The subject “Curricular Practices” (a business internship) in the undergraduate qualifications of management, economics, and business offers students the chance to experience on-site learning in the labour environment, which does not fit in a priori with blended and online teaching but, in contrast, can offer them a structured transition from the virtual classroom to a personal presence, as required in the workplace. The main objective of this research is to assess the interest in the professional boundary-crossing of university students of hybrid studies. This pilot study with students from bachelor’s degrees in management (business administration) and economics at one of the largest blended universities in Europe shows that students take on an active role in the learning process and professionally socialise through internships. Student become more involved. They acquire reflexive learning and increase their participation in different activities. Furthermore, internships give them a richer, more diversified (online and offline) and efficient education. This type of subject offers more opportunities than an exclusively virtual learning environment, generating positive synergies that improve the regulated transition process from a hybrid academic university environment to the workplace.