The Bologna process: a study about teachers' perception of their new role and its consequences

Abstract

[EN] The present paper analyzes the implications of the Bologna Process concerning two specific issues: the perception of teachers about their new role and its consequences, and to what extent the adaptation to Bologna has brought about major or minor changes in the teaching methodology. In addition, we examine whether differences of opinion arise depending on the distinct personal and professional characteristics of each teacher. The conclusions of the paper note the benefits and drawbacks encountered that can help in setting out future goals. The results reveal that most of the methodological changes undergone by the teachers stem more from the new profile of their students than from mandatory regulations. There is a unanimous opinion that the time and effort dedicated to teaching is now notably greater and that it is necessary to develop a rigorous system of teaching evaluation. In addition, we observe two clear aspects: on the one hand, staff with longer experience has carried out more changes and uses new technologies to a greater extent and, on the other hand, the use and promotion of English in class is still a crucial issue. This paper focuses on Economics and Business teachers, but most results apply to other degrees.