University Students’ Opinions About the Incorporation of the Autonomous University of Barcelona into the European Higher Education Area

Abstract

Modifications in teaching methodology related to the Bologna Process are producing changes in continuous assessment, an increase of team work, a reduction of traditional lectures, and an increase of practical exercises. Student perceptions regarding the introduc-tion of these changes are both positive and negative. Students believe these methodological changes are good in the sense that they may positively contribute to the learning process.

But they also believe they produce negative outcomes because of how the Bologna Process is being implemented: too fast, without sufficient resources, and lacking prior reflection proc-ess. Because of the workload increase that these changes represent, students are behaving more strategically by engaging in more superficial or profound courses of action depending on the tasks required by the professors. Changes in teaching methodology might produce positive effects in the students’ learning process, such as social belonging or increase of self-esteem and self fulfilment.