Analizing students performance in an EHEA BEng Industrial Design Engineering degree

Abstract

European Universities have been exposed to major changes in order to implement the so called Bologna process. Many facets have had to be addressed in the teaching-learning system, moving from a teacher-centered model to a student-centered one, where a competence-based structure had to be facilitated, and so that the basic competences related to the integral formation of engineers should be accomplished along specific competences, making possible a professional profile and enabling the graduates to get integrated into the job market. Hence, this change has provided the opportunity to create a more active and dynamic teaching-learning model, with more personalized methods and the integration of new technologies. In the midst of this situation, a case study has been undertaken to analyze the consequences of such change in the academic results of the BEng Industrial Design Engineering degree of the School of Design Engineering ETSID (Polytechnic University of Valencia, Spain) along the first course of the European Higher Education Area (EHEA) adapted program and those obtained by the corresponding pre-EHEA course at ETSID. This paper aims to become an instrument to monitor the development and effectiveness of the teaching-learning policies adopted, thus contributing to the continuous process of educational improvement at ETSID by comparing various performance and success rates.