¿Afectan las metodologías docentes y de aprendizaje en las competencias adquiridas por los estudiantes de máster? Evidencia de universidades españolas.

• Martín-González, Martín ^[1] ; Ortiz, Salvador ^[2] ; Jano, María D. ^[2]
  1. [1] Universidad Europea de Canarias

     Universidad Europea de Canarias

     Orotava, La, España

     
  2. [2] Universidad Autónoma de Madrid

     Universidad Autónoma de Madrid

     Madrid, España

     
• Localización: Education in the knowledge society (EKS), ISSN 1138-9737, ISSN-e 2444-8729, Nº. 21, 2020
• Idioma: español
• DOI: 10.14201/eks.23586
• Títulos paralelos:
  • Do Teaching and Learning Modes Matter for the Competences Aquired by Master’s Students? Evidence from Spanish Universities
• Enlaces
  • Texto completo
• Dialnet Métricas: 3 Citas
• Resumen
  • español

    Una de las principales transformaciones en la educación universitaria en el Espacio Europeo de Educación Superior (EEES) ha sido la adopción de un sistema basado en competencias. Este nuevo modelo requiere cambios sustanciales en las metodologías de enseñanza y aprendizaje. Sin embargo, la investigación empírica que vincula metodologías y competencias es escasa en comparación con la investigación que analiza el impacto de esta última en el mercado laboral. Además, parte de la literatura se ha centrado en analizar el peso de cada metodología por separado y no desde una perspectiva que combine diferentes metodologías. El presente trabajo tiene como objetivo analizar el impacto de los diferentes tipos de modos de enseñanza y aprendizaje en la adquisición de habilidades de los estudiantes matriculados en programas de máster en España. Este problema ha sido insuficientemente analizado en España, posiblemente debido a la dificultad para obtener datos y debido a cambios relativamente recientes en los planes de estudio. Se utilizan datos de la segunda encuesta del Observatorio para la empleabilidad y el empleo universitarios (sobre 5.337 estudiantes de 50 universidades españolas). Los hallazgos confirman la importancia sobresaliente de las metodologías activas reflejadas en otros estudios, y un análisis de correlación canónica muestra que la combinación de estas metodologías con ciertas metodologías tradicionales ofrece los mejores resultados educativos. Además, los resultados muestran la influencia de las metodologías presenciales en las habilidades interpersonales.

  • English

    One of the main transformations in university education in the European Higher Education Area (EHEA) was the adoption of a competency-based system. This new model requires substantial changes in teaching and learning methodologies. However, empirical research linking methodol-ogies and competences is scarce compared to research analysing the impact of the latter on the employment market. In addition, part of the literature has focused on analysing the weight of each methodology separately and not from a perspective that combines different methodologies. The present work aims to analyse the impact of different types of teaching and learning modes on the skill acquisition of students enrolled in master’s programs in Spain. This issue has been insufficiently analysed in Spain, possibly because of the difficulty in obtaining data and because of relatively recent changes in curricula. Data from the second survey of the Observatory for Univer-sity Employability and Employment (on 5,337 graduates from 50 Spanish universities) are used. The findings confirm the outstanding importance of the active methodologies reflected in other studies, and a canonical correlation analysis shows that the combination of these methodologies with certain traditional methodologies offers the best educational results. Additionally, the results show the influence of face-to-face methodologies on interpersonal skills.

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