Evaluación del Máster en Psicopedagogía en Españaimpacto del proceso de acreditación

  1. Francisco José Fernández-Cruz
  2. Jesus Miguel Rodríguez-Mantilla
  3. Sandra Gómez del Pulgar Cinque
Journal:
Revista Fuentes

ISSN: 1575-7072,  2172-7775

Year of publication: 2023

Volume: 25

Volume: 2

Pages: 138-153

Type: Article

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Abstract

To face the changes required by the EHEA in university degrees, the work carried out by the Quality Assurance Agencies (QAA) has been necessary to achieve greater transparency, diversity, competitiveness, and quality of the study plans offered. However, there are not enough studies that try to detect the impact that the evaluation of university degrees has on the processes they develop. This paper aims to analyse the impact of the accreditation process on Master's degrees in Educational Psychology in Spain, providing information on the differences found between the different regional agencies and university institutions and the weak points that need to be optimised in the improvement plans. For this purpose, a qualitative research methodology was used based on a documentary analysis that collected and studied the official reports of the accreditation process in 12 Spanish universities out of the 22 that offer this degree and that have undergone this evaluation. The main result is the average obtained in the set of all the accreditations of the Master's degree in Educational Psychology (=1.90), which means a C value (partially achieved), with better scores being obtained by those universities that have been verified for longer periods of time. In conclusion, further study is required in this type of studies in terms of analysing their impact on the degree, especially on the learning process

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Data source: Dialnet