Facultad de Educación

The University of Murcia (UMU) of the third millennium has the following distinctive features: It is a University that seeks excellence in teaching, research and management. An institution that takes care of the future professionals studying at it. A young, dynamic, vibrant and still growing university. An entrepreneurial and innovative university. An autonomous and open university. A modern and effective university using the most advanced information and communication methods in its activities. A University with a strong social commitment. A University that sees new opportunities and challenges in the social transformations. A University with international projection and without borders.

However, it is also a university that does not abandon its original values, its reason for being. A meeting point combining knowledge of different backgrounds and cultures, a forum seeking the Universitas materialised in a necessary international projection responding to the current information and communication society within the context of globalisation at the dawn of the twenty-first century (see http://www.um.es/web/universidad/contenido/resultados/cifras#datos).

The Faculty of Education of the UMU is the largest Faculty of our University. In the course 2015-16, there are some 5550 students (approximately 4700 undergraduate students, 700 graduate students and 150 PhD students), 350 lecturers and 30 members of the administration and service staff (PAS).

Due to the nature of the studies taught at our Faculty, some of the main objectives are promotion of critical thinking; a culture of freedom, justice, equality and solidarity; transmission of the ethical, civic and social principles of any democratic society; respect diversity and differences, etc. In order to achieve them, we all agree that internationalisation and interculturality are tools to be implemented.

Four Official Undergraduate Degrees are provided in our Faculty:

  • Primary Education,                       
  • Preschool Education,
  • Social Education,
  • Pedagogy.

The Faculty of Education also offers the following Master's Degrees, all of which are official Postgraduate Degrees and have been validated by ANECA (Spanish Agency for Quality Assessment and Accreditation):

  • Research and Innovation in Preschool and Primary Education;
  • Education and Museums: Heritage, Identity and Cultural Mediation;
  • Musical Research;
  • Educational Technology: E-learning and Knowledge Management;
  • Family Guidance, Counselling and Mediation;
  • Social and Educational Inclusion and Exclusion: Policies, Programmes and Practices;
  • Research, Evaluation and Quality in Education;
  • Training of Teachers in Compulsory Secondary and Upper Secondary Education, Vocational Training, Language
  • Teaching and Arts Teaching.

The Faculty offers also the Doctoral Programme in Education. This Programme is managed by the International Doctoral School, the University centre administratively managing Doctoral Programmes taught at the UMU. The students can choose among these lines:

  • Policies, practices and evaluation in training and socio-educational contexts.
  • Quality and intervention in the teaching-learning process: from disability to high abilities
  • Research for the improvement of education in specific didactics

More information can be found at http://www.um.es/web/educacion/contenido/estudios

The Faculty of Education is one of the most active centres in national and international relations within the UMU. This is shown by the high number of agreements, own mobility programmes and collaboration projects started and developed by the Faculty. We have signed agreements with the universities set out in Annex 5.1.

For us, internationalisation is not a single and universal process. On the one hand, it is difficult to standardize the expectations in internationalisation of very different stakeholders, such as companies and the University. It is not easy either to match the expectations of the Faculty of Chemistry with the ones of the Faculty of Economics. The objectives of the institutions or the studies, the training needs of their workers or their students, the scope and the context where they perform or must perform their work are very different (MECD, 2014; De Wit, 2015). Therefore, they require different processes. Besides, we believe that internationalisation or interculturality processes cannot focus only on students and graduates, leaving aside the teaching staff and the administration and services Staff (PAS). Without any doubt, these processes should include actions for students and graduates, but it is also necessary to meet the needs of other groups. In our opinion, the best idea would be to create an "internationalisation environment", where all the actions can be integrated.

Internationalising a university is much more than just increasing the language skills of the different groups (lecturers, students and PAS), studying abroad or having many international students (De Wit, 2011). It means knowing the language but also the history, customs, way of living, traditions, location and culture of other people and nations. It also implies exchanges, sharing, cooperation, solidarity, commitment, etc. It means benefiting from the opportunities offered by other contexts to meet our own needs. It implies listening to what others need and helping them solve their problems, if possible. It refers to being aware of what we have and sharing it. It means adapting what we do to the social challenges and demands, which are increasingly more global and universal. It means being a local citizen and a citizen of the world at the same time. At the moment, internationalisation and interculturality form a single paradigm (Morey, 2000; Mc Fadden et al., 2009).

Finally, we think that internationalisation programmes and projects should not be imposed "from the top management". A centre is not international just because their senior management teams "decide so" or just because higher ranking regulations establish it. The models must arise "from a bottom-up approach". Internationalisation and interculturality programmes and projects must be the result of collective sensitivity, of shared feelings, of a common project, and of a history of relationships and partnerships, which will include and integrate actions of many people and for a long time. Members of the community wishing to do so ought to contribute with their ideas and experiences, endorse the model and feel that they really are part of it. Therefore, our Faculty has its own Internationalisation and Interculturality Plan.

International agreements

Currently, we have joint programmes in Europe we can cite the agreements established with the Universität Bayreuth, Universität zu Köln, the Leuphana Universität Lüneburg (Germany), the Universite Libre de Bruxelles, Université de Liège, the Haute École Charlemagne in Liege, the Haute École Charlemagne in Liege (Belgium), the V Univerza Ljubljana (Slovenia), the University of Oulu (Finland), the University of Angers, Université d'Avignon et des Pays de Vaucluse, the Université de Caen, Université Henri Poincaré Nancy, Université de Montpellier III Paul Valery, the Université Paris Descartes Sorbonne, the University Institute of Teacher Training Université de Rouen, the Institut Superieur de Reeducation psychomotrice (France), University College Dublin (Ireland), the Universita degli Studi di Bologna , Università degli Studi of the Genoa, the Universita degli Studi di Messina, the Instituto Universitario Suor Orsola Benincasa in Naples, the Universita degli Studi di Roma, Università degli Studi of the Salerno, the Universita degli Studi di Siena, Università degli Studi of the Trieste (Italy), the Daugavpils University (Latvia), Radboud Universiteit Nijmegen (Netherlands), the Jagiellonian University in Krakow (Poland), the University of Minho, the University of Évora, Polytechnic Institute of Leiria , the University of Oporto, the School of Educaçao Frassinetti Paula (Portugal), Canterbury Christ Church University (UK), the Jönkoping University, Kristianstad University (Sweden), Gazi University, Selçuk University, Mehmet Akif Ersoy University 's (Turkey).

In the American context we have to mention the agreements with the Catholic University of Córdoba, Córdoba National University, the University of Central Province of Buenos Aires, the Universidad del Litoral of Santa Fe, University Museo Social Argentino (Argentine), University Cartagena, University of La Guajira, Universidad El Bosque University of Córdoba, University of Tolima (Colombia), University of Kentucky Transylvania (USA), the Normal School of Ticul Yucatan (Mexico), the Higher Institute of Studies humanistic and Philosophical Asuncion, the "Our Lady of the Assumption" (Paraguay), and the Catholic University of Montevideo (Uruguay). Also with the Madre & Maestra Catholic University in the Dominican Republic.

Regarding Africa have signed agreements with the University Cadi Ayyad of Marrakech, and with the University Mohamed V Souissi Rabat (Morocco).

Another important element of the Faculty's internationalisationn is that some of our academic staff is participating in international projects. It is relevant to mention the CREANET Project,  a Comenius Network endeavour developed between 2010 and 2013 that involves 12 organizations from 10 different countries (Sweden, Italy, Croatia, Denmark, Finland, Portugal, Germany, Lithuania, Latvia and Spain), and connects academics, researchers, teachers, schools of our community and local authorities from different countries through the project.

As we have stated before, it is our intention to continue developing strategies that promote the mobility of graduate students and doctoral students, and to keep establishing international exchanges of professors and researchers as well as of our administrative and service staff.

Standard 1: Intended internationalisation

Criterion 1a: Supported goals

The internationalisation goals for the institution are documented and these are shared and supported by stakeholders within and outside the institution.

The international tradition of the UMU (it has chaired the Santander Group, the Campus Mare Nostrum…) has caused a dragging effect across our university community. The UMU has an Internationalisation Strategic Plan for its International Relations Office (ORI) (see http://www.um.es/ web/internacionalizacion/plan-propio), which is the reference framework for its Faculties. This Plan describes the three biggest lines of action: a) International dimension in training and teaching. b) International dimension in research and knowledge transfer. c) International dimension related to society and culture. However, our Faculty already had its own history in internationalisation: we had contacts with other academic institutions for the execution of joint actions; many lecturers had participated in courses or training activities in other universities; we had carried out research projects with lecturers and departments of other higher education centres; we had participated in calls for student mobility and exchanges; and we were already aware of the need to pay attention to cultural diversity thanks to our involvement with different schools in the Region of Murcia. Thus, we have designed an Internationalisation and Interculturality Plan to the Faculty of Education (see http://www.um.es/ web/educacion/contenido/plan-actuacion).

Our model of internationalisation must meet the training demands of all Faculty members, of all the Degrees taught at this Faculty, of the context where we work and the needs of the institutions and bodies we work with. Therefore, the objectives of such strategic plan are the following:

a) To meet the needs of language communication at the initial training of Primary and Secondary teachers.

The specialities of Foreign Language -English and French- School teachers have always had a very high demand in our Faculty. On the one hand, students have to acquire not only language skills in another language but also be familiar with the lifestyle, traditions, the way of thinking and acting, the history, etc., of citizens living in other contexts and, in addition, they must be trained to teach an L2 (Second Language) to 6-12 years old children. For this reason, we have traditionally offered activities and placements for the initial training for future language teachers (English and French), and have also arranged Teaching Practicum in foreign and bilingual schools in our Region.

Besides, for seven years now, we have been offering English and French as specialities in the Master's Degree in Secondary Education Teacher Training. This Degree has been implemented more recently than the Degree in Primary Education; however, it implies similar requirements in terms of language competences and the need to know the context of MECES 3 (Marco Español de Cualificación para la Educación Superior, equivalent to the Second cycle QF-EHEA). Therefore, teaching activities and practicum should be provided to address the initial training stages of teachers for this educational level; and, as it happens with the Undergraduate Degree, bilingual or Official Language Schools should be included so that students can perform their teaching practicum.

However, the need to communicate in a foreign language is not exclusive of teachers specialising in language teaching. Currently, Primary or Secondary Education teachers, no matter their specialities, need to access information and tools in other languages, to know and understand other realities similar to the ones they are going to work but different at the same time, to communicate with other education professionals (English has been accepted as the common language for communication), and to share the idea of European citizenship and culture. In order to meet these needs, it is fundamental to increase language abilities of all students registered at our Faculty.  

b) To meet the interculturality needs at the initial training in Undergraduate Degrees.

After the last reform of university studies, the Undergraduate Degree in Primary Education, taught at this Faculty of Education, includes Interculturality as one of its specialities, because the challenges faced by teachers are growing in complexity. Phenomena such as globalisation, international cooperation, migratory movements, among others, cannot be ignored in Higher Education. We believe that, sooner rather than later, there will be a need for teachers specialised in interculturality; hence the importance of offering this qualification.   The Region of Murcia is amongst the regions with the highest immigration rates within the EU (e.g. it has the largest colony of people from Ecuador in Europe; in the last decade 160000 people have settled in a region of one million inhabitants; more than 10% of school pupils have a nationality other than Spanish, i.e. 31841 out of 289165) and, therefore, teachers must be trained to meet the requirements of such context. It is important that our students know other cultures, customs, beliefs, citizens; and how to take part in the processes of social integration. We therefore believe that, in their initial training, all teachers -not only those taking the speciality of interculturality- must be able to perform tasks and activities aimed at foreign students during their Teaching Placement.

Besides, students taking the Degree in Social Education and the Degree in Pedagogy have similar training needs. As we have previously mentioned, immigration has been one of the most important phenomena in the Region of Murcia in the last decades and it has greatly affected the Region at social, economic and environmental level. At the same time, it has been a diverse phenomenon (European, Latin American, African people) with people from different cultures, origins and lifestyles. All this has had an impact on schools, institutions and NGOs where our students —future social educators and teachers— perform their External Placements. And for this reason we also believe that, when planning Placements, tasks and activities enabling them to cope with these new requirements of their professional work should be included.

c) To internationalise the different Undergraduate Degrees, Master's Degrees and Doctoral Degrees.

The European Higher Education Area (EHEA) assumes permeability for higher education graduates in Europe. However, we believe that higher education institutions should provide university studies with added value, in order for them to be more competitive in increasingly growing geographical areas. In this sense, we consider it is necessary to offer bilingual studies (degrees or itineraries with an important percentage of credits taught in English and that can receive the European Diploma Supplement). And in this sense, we intend to take action in the Master's Degrees and increase the number of Doctoral Theses with European Diploma Supplement (EDS) to the Doctor Degree or the number of Doctoral Programmes with the European Mention.  

We would also like to offer dual degrees with other universities. And in order to achieve this, we have drafted regulations to organise mutual recognition of degrees between our University and other international universities (see http://www.um.es/web/vicoorint/-/reglamento-de-dobles-titulos-internacionales). The idea is very simple: incoming students from partner universities can attain an Undergraduate, Master's and Doctoral Degree of the University of Murcia. At the same time and according to mutual agreements, our students can attain the equivalent Diploma in a foreign university, provided that academic conditions allow for it.

Besides, many of the Masters (e.g. Master's Degree in Social and Educational Inclusion-Exclusion: policies, programmes and practices; Master's Degree in Research, Assessment and Quality; Master's Degree in Education and Museums: heritage, identity and cultural mediation; Doctoral Degree in Education, etc.,) have been implemented not only for Spanish graduates but also for Latin American students. Currently, many universities in Central and South America, with which we have been collaborating, are demanding these studies and we believe that there are "some obligations" to meet their requests either with face-to-face teaching (mobility of lecturers in either direction) and/or distance teaching.

Finally, there are actions aimed at meeting training demands of other countries. For example, we have participated in the call issued by the Government of Ecuador to organise the Master's Degree for Teacher Training, addressed to teachers from Ecuador, and we have been selected. Along these lines, it seems that other Latin American governments (Colombia, Mexico, Dominican Republic, etc.) are likely to issue calls in which we are certainly going to participate.

d) To meet the training needs of our educational context.

At present, the authorities in the Region of Murcia are implementing a project according to which every school should teach some modules in another language in compulsory education by 2019. This project is facing the lack of language and teaching skills among practising teachers and it requires future Primary and Secondary Education teachers to acquire new competences from the first stages of their initial training. We believe that the Faculty of Education can and must play a key role to meet this interesting institutional need.

Besides, the Faculty of Education would like to be a point of reference in our Region, for all teachers and professionals related to the teaching and learning of foreign languages, Interculturality and Internationalisation. In this sense, the dissemination and exchange of work and experiences in this field have been and will be promoted, through the organisation of conferences, publications, and, being a meeting point for professionals and specialists working in these areas.

e) To meet the needs of mobility and internationalisation of the educational community in our Faculty

The Faculty of Education has a Vice Dean Office for International Relations and Social Projection. This Office is in charge of managing mobility programmes of the International and Institutional Relations Service (e.g. ILA, ISEP, SICUE…) (see http://www.um.es/web/internacionalizacion/plan-propio/ movilidad/estudiantes). In addition, we have our own mobility programmes organised with various institutions in Latin America and Europe that can be included in the mobility options of our Faculty. It is therefore necessary to maintain and extend the existing options when grants and subsidies have been dramatically reduced in an area that we consider crucial for our students due to the nature of the degrees taught at this Faculty. At the same time, we will also implement the "mobility mentor" within the Programa Padrino of the University (see http://www.um.es/web/iwp/padrino). These mentors are students of the Faculty of Education who take care of incoming students. We are aware that incoming students face some problems when arriving at the host university, such as academic, accommodation and travelling problems, among others. We believe that "mobility mentors" may facilitate adaptation to the new context of incoming students.

Students will be encouraged to obtain certificates proving the acquisition of language competences in English and French, through the Language Service of the University of Murcia (SIDI) (see http://www.um.es/idiomas/ ) or by any other means. These certificates are often required in any working environment and to work as teachers.

Besides, for a long time now there have been many departments involved in international projects, exchanges of lecturers and PhD students, and research stays of researchers and fellowships in other institutions, in Europe and in Latin America. In this context, we need greater visibility of research groups, improvements in the dissemination of information on calls and collaborations with other groups, an increase in the number of publications in high impact journals, and organisation of international events to the dissemination and exchange of ideas among education professionals.

Teachers need to improve their communication skills in other languages. For this reason, in collaboration with SIDI, specific actions are offered at the Faculty of Education aiming to promote the acquisition of a second or third foreign language and, in addition, to get the relevant accreditation according to the Common European Framework of Reference for Languages.  Finally, there are international projects that offer the possibility of exchanges for Administration and Services Staff (PAS) or stays in other institutions in other countries in Europe, Asia and Latin America. As we need to learn other ways of working, these actions are supported.

However, in order to participate in this kind of activities, the PAS need to improve their language skills in some cases. Therefore, in collaboration with SIDI, specific actions are offered aiming to promote the acquisition of a second language and, in addition, to get the relevant accreditation according to the Common European Framework of Reference for Languages.  

Criterion 1b: Verifiable objectives

Verifiable objectives have been formulated that allow monitoring the achievement of the institution's internationalisation goals.

The Faculty of Education of the University of Murcia has established a three-year Internationalisation and Interculturality Plan (2016-2018) to achieve the objectives set out in Criterion 1a (see http://www.um.es/ web/educacion/contenido/plan-actuacion). These objectives are the following:

a) To meet the language needs within the Degrees at the Faculty. In order to do that, we should:

a.1.- Offer bilingual modalities (English) in the Undergraduate Degree in Primary Education, so that students can attain the European Diploma Supplement (EDS).

a.2.- Offer bilingual modalities in the rest of qualifications requiring this kind of training and having a minimum number of students to make it viable.

a.3.- Increase the number of Doctoral Theses with European Mention or with the EDS.

a.4.- Offer the specialities in the Degree in Primary Education (English and French) in the conditions allowed by the legislation in force. German could be also offered should there be enough demand for it.

a.5.- Offer the qualifications -Foreign Language (English) Teacher and Foreign Language (French) Teacher- in the Master's Degree in Secondary Education Teacher Training.

a.6.- Offer places to perform Teaching Practicum in bilingual schools or in foreign schools in the Region of Murcia. a.7.- Include the following general competence in the different Undergraduate Degrees: "To understand and speak a foreign language in its field of work (English or French)".

a.8.- Require level B1 as a previous requirement to study the Master's Degree in Secondary Education Teacher Training and suggest this requirement as an access criterion for other Masters.

a.9.- Include topics related to Foreign Language teaching and learning in research fields for Project Final (TFG, Trabajo Fin de Grado), Master's theses (TFM, Trabajo Fin de Máster) and Doctoral theses, as appropriate, in the different Degrees provided at this Faculty.

a.10.- Require a summary in English or French in the TFG and TFM presented as part of the course of studies of the different Degrees taught at this Faculty.

b) To meet the intercultural needs of the studies of the Faculty. In order to do that, we should:

b.1.- Offer the qualification in Interculturality in the Degree in Primary Education Teacher in the conditions allowed by the legislation in force.

b.2.- Include intercultural competences, contents and activities; and, when possible, optional subjects on the interculturality topics in the Undergraduate Degrees taught at our Faculty.

b.3.- Include activities related to interculturality in the Plan for Teaching Practicum and the Plan for External Placements of the different Undergraduate Degrees and in the Plan for Teaching Practicum for the Master's Degree in Secondary Education Teacher Training (in the 19 specialities).

b.4.- Include topics related to Foreign Language teaching and learning in the research fields for TFG, TFM and Doctoral theses, as appropriate, as part of the course of studies of the different Degrees taught at this Faculty.

b.5.- Promote international mobility experiences that allow our students to live in different cultural contexts.

c) To make our Degrees available to other groups and international universities. In order to do that, we should:

c.1.- Provide teachers from Ecuador with the Master's Degree in Teacher Training, and maintain and increase, if possible, the options for the next biennium.

c.2.- Develop the rules of dual degrees and provide this kind of Degrees.

c.3.- Make our Master's and Doctoral Degrees available for the Latin American community, increasing the number of institutional preparatory visits for joint actions and the number of agreements on the recognition and simultaneousness of official Degrees.

c.4.- Increase the number of places for foreign students in the Master's and Doctoral Degrees provided by the Faculty.

c.5.- Offer On-line Master's Degrees so that they can be followed through the Internet (mainly for teachers and professionals from Latin American countries).

c.6.- Establish plans and bilateral agreements for the incorporation of doctoral students to the Doctoral Programme in Education.

d) To meet the training needs of practising teachers, mainly those working in our Region. In order to do that, we should:

d.1.- Offer our institutional collaboration to participate in the project for transforming most schools into bilingual schools developed by the Regional Department of Education of the CARM (Autonomous Community of the Region of Murcia).

d.2.- Increase the number of Postgraduate Degrees in the Faculty, including courses or degrees related to T/L of Foreign Languages or Interculturality.

d.3.- Promote and organise actions and activities - Conferences, Seminars, Meetings, etc.- related to T/L of Foreign Languages or Interculturality.

d.4.- Promote the dissemination of works on T/L of Foreign Languages or Interculturality in the journal Educatio Siglo XXI published by the Faculty of Education.

e) To meet the needs of mobility and internationalisation of the educational community in our Faculty. In order to do that, we should:

e.1.- Offer information to students on projects, services, calls, among others, related to mobility, job offers, working conditions, etc. of other countries.

e.2.- Promote participation, maintain, develop, foster loyalty and expand the number of destinations and improve monitoring of students participating in mobility programmes (Erasmus, ILA, ISEP, SICUE…).

e.3.- Organise seminars so that those participating in international mobility programmes can communicate their experiences to other students. 

e.4.- Announce mobility destinations and supply money for students participating in mobility programmes within the Plan of the Faculty of Education, so that students can perform their Practicum and Extracurricular Placements in European and Latin American countries. Manage this offer and enable the channels for its monitoring and development.

e.5.- Promote the "mobility mentor" within the framework of the Programa Padrino to ease and improve the reception of students participating in mobility programmes.

e.6.- Give visibility to the Faculty research groups, publishing a research newsletter that includes relevant information related to research work performed by them.

e.7.- Support performance of stays by researchers and lecturers in our faculty and those of our lecturers in other higher education or research centres.

e.8.- Provide information about international project calls and encourage our university community to participate in them.  e.7.- Support stays for foreign PAS (Administration and Services Staff) in our faculty and those for our PAS in other higher education or research centres.

f) To extend accreditation levels for language skills of all the groups in our Faculty. In order to do that, we should:

f.1.- Collaborate with SIDI (Language Service) in the organisation of actions for language training of students, mainly for those registered in bilingual degrees or participating in mobility programmes.

f.2.- Clarify what the accredited training of lecturers of the Faculty is and collaborate with SIDI to increase accredited language training of our Faculty lecturers.

f.3.- Collaborate with SIDI in the organisation of actions for language training of PAS, mainly for those participating in mobility programmes.

f.4.- Promote the creation of a training centre within SIDI in the Faculty of Education to facilitate access to language training for our educational community.

Criterion 1c: Measures for improvement

As a result of periodic evaluations of the institution's internationalisation, the successful implementation of measures for improvement can be demonstrated.

As it can be seen in Criterion 1b, there are specific measurable and verifiable objectives. The commitments for the next three years (2016-2018) are set out in Annex 5.2.  Every year, at the beginning of the academic year, a Report of Activities will be put forward at the Faculty Board. This report will include all the actions and activities carried out during the previous year. Likewise, the Faculty Board will bring forward the Improvement Plan proposed by the Dean's Team for the following year. This Plan needs to be approved by the Faculty Board. All these documents will be published (see http://www.um.es/web/educacion/contenido/plan-actuacion). The first Activity Report and Improvement Plan will be drafted before the end of 2016. Our aim is not only to verify whether the measure has been executed or not but also to review its quality and results. In order to monitor it, a Faculty Quality Assurance System (SGIC) will be implemented by Quality Guarantee Committee (CGC) (see http://www.um.es/web/educacion/contenido/calidad). We will refer to this assessment in Standard 3 of this document.

Standard 2: International and intercultural learning

Criterion 2a: Intended learning outcomes

The intended international and intercultural learning outcomes defined by the programme are a clear reflection of its internationalisation goals.

To implement the Internationalisation and Interculturality Plan we think it is necessary through programmes to increase its visibility, its follow-up and, obviously, the design of improvement plans in order to achieve the goals set. The table includes the names of the programmes and the relevant general objectives to be achieved.

Specific objectives Programme
To meet the intercultural needs of the studies of the Faculty. Programa Estudios Bilingüe,Programa Especialistas, Programa Language
To meet the intercultural needs of the Degrees of the Faculty. Programa Intercultura
Programa Prácticas
To meet mobility needs. Programa Movilidad
To meet training needs of international stakeholders and universities Programa Sin Fronteras
To meet Graduates' training needs Programa Formación
To meet mobility needs of students, lecturers and PAS Programa Movilidad
Programa Investigación
To increase accredited language skills of students, PAS and lecturers Programa Acreditación

 

In the following table, some of the aims of each Programme are included.

 

Programme Aims
Programa Estudios Bilingüe - To offer bilingual modalities to complete groups within an Undergraduate Degree (more than 70% of subjects should be taught in a language other than Spanish) or bilingual itineraries (for smaller groups, for specific subjects of Undergraduate or Master's Degrees).
- To attain the EDS in the relevant Degrees.
- To defend Doctoral Theses with European Mention and EDS. 
Programa Especialistas - To offer the English and French specialities in the Degree in Primary Education, in the conditions established by the legislation; to offer this qualification for other languages.
- To offer the specialities (Foreign Language (English) Teacher and Foreign Language (French) Teacher) in the Master's Degree in Secondary Education Teacher Training, in the conditions allowed by the legislation in force.
- To offer places to perform Teaching Practicum in bilingual schools and in foreign schools in the Region of Murcia.
- To include topics related to Foreign Language teaching and learning in research fields for TFG (Final Year Project), TFM (Final Master's Project) and Doctoral theses, as the case may be, in all Degrees taught at this Faculty.
Programa
Language
- To include language skills in the Undergraduate and Master's Degrees taught at this Faculty.
- To demand levels of accredited language skills, as an entry requirement for some specialities of the Degrees taught at this Faculty.
- To require a summary in English or French in the TFG and TFM presented as part of the course of studies of the different Degrees taught at this Faculty.
Programa Intercultura -To offer the speciality in Interculturality (currently Mention) in the Degree in Primary Education Teacher in the conditions allowed by the legislation in force.
- To include intercultural competences, contents and activities, and, when possible, optional subjects on the interculturality topics in the Degrees taught at our Faculty.
- To include topics related to Foreign Language teaching and learning in the research fields for TFG, TFM and Doctoral theses, as appropriate, as part of the course of studies of the different Degrees taught at this Faculty.
Programa Prácticas - To include activities related to interculturality in the Teaching Practicum Plan and the External Placement Plan of the different Undergraduate Degrees, and in the Teaching Practicum Plan for the Master's Degree in Secondary Education Teacher Training.
Programa Sin Fronteras - To teach university degrees aimed at teachers from other countries.
- To offer dual degrees through agreements signed with other universities.
- To set collaboration agreements and specific agreements with other institutions.
- To offer places for foreign students in the Degrees taught at the Faculty making the incorporation of visiting students easier.
- To offer degrees to be taught as distance courses.
- To establish plans and bilateral agreements to incorporate doctoral students to the Doctoral Programme in Education.
Programa Formación - To cooperate in the transformation of schools into bilingual centres of the Regional Department of Education of the CARM.
- To offer Postgraduate Degrees in the Faculty including courses or degrees related to T/L of Foreign Languages or Interculturality.
- To promote and organise actions and activities —Conferences, Seminars, Meetings, etc.— related to T/L of Foreign Languages or Interculturality.
Programa Movilidad - To inform university members about projects, services, calls, among others related to mobility, job offers, working conditions, etc., of other countries.
- To promote and manage participation in mobility programmes.
- To offer places for students' mobility within the Faculty Plan.
- To implement and use the Programa Padrino.
- To make stays available for our Faculty PAS in a foreign country, signing mutual agreements with foreign universities.
Programa Investigación - To disseminate works on Foreign Language T/L and Interculturality.
- To make Faculty research groups visible.
- To support stays for researchers and lecturers in our faculty and those for our lecturers in other higher education or research centres.
- To inform about international project calls and favour participation of stakeholders.
Programa Acreditación - To collaborate with SIDI to carry out actions for language training of students, teachers and administration and services staff.
- To support accreditation processes for our Faculty members.

 

 

Criterion 2b: Student assessment

The methods used for the assessment of students are suitable for measuring the achievement of the intended international and intercultural learning outcomes.

The ongoing evaluation of programmes – on an objective by objective basiswill enable us not only to assess the effectiveness or the impact of the actions undertaken but also to establish improvement plans, expand the objectives, detect new needs and, if necessary, open up other areas of action. This assessment will be undertaken by the Quality Committee of the Faculty, as it will be shown under Standard 3 y 4.   

Regarding the student's self-learning assessment, we must take into account (Pro, 2006):

  • The main objective of the assessment must not be confused with the academic performance; it consists in an information collection process, its analysis, critical reflection and the improvement plans of what we do. However, to assess what we do and its effects, the effects of our proposals in the students learning must be known.
  • The assessment must provide us with data to know the students' progress, the difficulties found along their knowledge building, their preferences and rejections regarding the activities carried out, their vision on their learning and implication level, their perception about the classroom environment…
  • Behind any assessment instrument there are some main objectives. We have to act consequently, when paying attention to internationalisation and interculturality aims, to the importance of transferring knowledge as well as reproducing them, to the significance of what students have learnt, to the utility of what we have taught inside and beyond the classroom…
  • Neither the learning assessment must only focus on what the student knows at a certain moment, nor the continue assessment consists in doing exams on a regular basis; a lot of information is available: notebooks, students' doubts and questions, their participations in the activities, their roles in collaborative tasks…
  • The assessment must be framed into the knowledge-building process; the higher the reliability of the collected information, the closer it is to the teaching and learning process.
  • The assessment is a tool to make decisions on and in the educational practice; decisions must not be always made at the end of the process.
  • The assessment must be considered another learning element, both for students and lecturers; we strongly recommend a formative assessment rather than a summative one.
  • The assessment of the acquisition of professional competences must take into account the use of students' knowledge and learnings in different situations.

In Annex 5.3, an example where the above-mentioned principles are used in one Degree is included.

Criterion 2c: Graduate achievement

The achievement of the intended international and intercultural learning outcomes by the programme's graduates can be demonstrated.

Designing programmes, regardless of the curricular structure of the Degrees, can turn the Plan into "a complementary element" depending on more important objectives and eliminating its consideration as a strategic element of the Degrees. Therefore, many internationalisation and interculturality actions are included in the module programmes.

Undergraduate Degrees (MECES 2, First cycle QF-EHEA)

Amongst the transversal competences (CT) to be acquired by students in any Undergraduate Degree, ALL degrees include two which are considered very important in our Plan (Programa Language and Programa Intercultura):

CT2. Understanding and speaking a foreign language in its work field (English or French). These competences imply that, as learning outcomes (RA), students are able to: RA1: Achieve the relevant communication competences included in level B1 of the Common European Framework of Reference for Languages. RA2. Understand the main ideas in a speech about educational topics. RA3. Understand written texts related to the education field. RA4. Speak and write in a foreign language about topics related to their profession.

CT5. Being able to use the acquired knowledge, abilities and skills to promote a society based on the following values: freedom, justice, equality and diversity.

These competences imply that, as learning outcomes (RA), students are able to:

  • RA1. Respect cultural and religious diversity without any kind of discrimination.
  • RA3. Accept individual differences as an integral part of the richness of our society and classrooms.

Furthermore, in Programa Prácticas (Teaching Practicum or External Practicum of all degrees) and according to the learning outcomes established in the Teaching Guides of the modules, ALL students must be able to:

  • Know the plans, projects and innovative experiences that are carried out in the school (especially in terms of interculturality, social inclusion, cooperation, etc.).
  • Observe and reflect on the characteristics of the classroom —Preschool or Primary Education— or of the centre –Social Education and Pedagogy- where they perform their practicum (they should reflect on the presence of migrant students, their adaptation problems, their family situation, their limitations and achievements. etc.).
  • Manage behavioural problems and conflicts among pupils (some are unfortunately related to the topic).
  • Design a specific activity, at least, on subjects related to Interculturality in the Degree in Preschool Education or Primary Education; put it into practice and assess it.

Within the Language Programme and according to the rules for the preparation of the Final Project (TFG), a module where students must put into practice many of the skills acquired during their studies, it is also mandatory that EVERYONE includes the title, an abstract and some key-words of the project in English or French. In addition, if the TFG is presented in another language, whether it is prepared by a specialist in Foreign Languages or not, the qualification will take this into account.

In addition, the studies can be completed in English and Spanish within the Degree in Primary Education (Programa Estudios Bilingües): a total of 240 students (60 per year) receive 80% of their lectures in English. The regional administrative demands on the generalisation of bilingual centres by 2019 "force" us to promote this initiative.

At last, there are three specialties related to the topic (Programa Especialista and Programa Intercultura):

A) Speciality: Foreign Language: French. The professional profile addressed is that of school teachers that develop the T/L process of a Foreign Language (French), adapting it to the abilities and diversity of 6-12 years old pupils, researching and innovating in the educational action.

B) Speciality: Foreign Language: English. The professional profile addressed is similar to the one in section a) but with a different Foreign Language (English).

C) Speciality: Intercultural education. The professional profile addressed is that of schoolteachers with skills to make the most of or to overcome learning and diversity difficulties arising from multicultural situations.

Master's Degrees (MECES 3, Second cycle QF-EHEA)

Since they are more specialised, the different Master's studies have similar competences but not at the level of Undergraduate Degrees. However, due to the characteristics of the degrees, there are several ones where the presence of learning outcomes related to internationalisation and interculturality is more obvious. Thus, in the Master's Degree in Training of Teachers of Secondary Education, of Vocational Training, of Foreign Languages and of Artistic Studies there are some specific competences of master (CEM) related to Programa Language and Programa Intercultura:

CEM2. Planning, developing and assessing the teaching and learning process enhancing educational processes that facilitate the acquisition of the characteristic competences of the respective teachings, according to the level and previous training of the students as well as the guidance of the latter, both individually and in collaboration with other teaching staff and professionals at the centre.

It is a truism to defend the need to adapt the T/L process to the characteristics of the students and the context. As it has been previously mentioned, migrant population is growing and where they work, differences owing to gender, religion, beliefs, etc., are present. Therefore, intervention projects that ought to be designed have to rely on an increasingly multicultural context.

CEM3. Seeking, obtaining, processing and communicating information (whether oral, printed, audio-visual, digital or multimedia), transforming it into knowledge and applying it to the teaching and learning processes in the different modules.

It seems unnecessary to justify that such information is not in Spanish and that there is a growing need to receive training in another language (usually English). Therefore, one of the admission requirements is the accreditation of level B1 according to the Common European Framework of Reference for Languages.

CEM5. Developing and implementing both group and individual teaching methodologies, adapted to the diversity of students.

Attention is once again drawn to methodologies (techniques, tools, resources, strategies…) to respond to the diversity of the students. Heterogeneity may be due to the family and social origin of students coming from other cultures, traditions, beliefs. It is necessary to provide teachers in their initial stages with knowledge and techniques needed to address this eventuality.

CEM6. Designing and developing learning spaces with special attention to equity, value-based emotional education, equal rights and opportunities for men and women, training in citizenship and respect for human rights that facilitate life in society, decision-making and the building of a sustainable future.

We would like to highlight that respect for other cultures is not to be confused with the idea that "anything goes". There are some basic principles - the Declaration of Human Rights and the model of European Citizenship - that should be shown, taught and used as referents: education for peace, for democratic coexistence, for individual and collective health, for sustainable development, for equality, for tolerance and solidarity.

CEM8. Understanding the processes of interaction and communication in the classroom, mastering abilities and social skills necessary to promote learning and living together in the classroom, and address problems of discipline and conflict resolution.

As it has already been mentioned, unfortunately multiculturalism sometimes implies episodes of conflict, especially among adolescents.

CEM9. Designing and carrying out formal and non-formal activities that will help to make the School a place of participation and culture in the environment where it is located.

It is clear to us that, in multicultural contexts, schools must be a meeting point for the different traditions, beliefs, ways of seeing life; and under no circumstances, a place of narrow-mindedness and intolerance. But, in addition, it must contribute to spreading the culture, to be a social engine for the neighbourhood where the school is located. This is all reflected in the learning outcomes included in the Teaching Guides of the modules:

  • To get to know the characteristics of the students, their social context and motivations.
  • To identify and plan the resolution of educational situations affecting students with different abilities and learning pace.
  • To know and apply resources and information strategies, tutoring sessions and academic and professional guidance.
  • To participate in the definition of the educational project and in the overall activities in terms of criteria for quality improvement, attention to diversity, prevention of learning and diversity problems.
  • To relate education with the environment and understand the educational role of the family and the community, both in the acquisition of skills and learning as well as in education based on respecting rights and freedoms, on equal rights and opportunities for men and women and on the principle of equal treatment and non-discrimination of persons with disabilities.
  • To know the historical evolution of the family, its different types and the incidence of the family context in education.
  • To acquire social skills in family relationships and guidance.
  • To know and apply innovative teaching proposals in the field of the course studied
  • To identify the problems related to the teaching and learning of the specialisation modules and propose alternatives and solutions.

On the other hand, within Programa Prácticas, the same information applies to Teaching Practicum (of the 19 specialities) as to the Degrees. Students must acquire the following learning outcomes:

  • Know the plans, projects and innovative experiences that are carried out in the school (especially in terms of interculturality, social inclusion, cooperation, etc.). - Observing and reflecting on the characteristics of the classroom where the Practicum is developed (they have to reflect on the presence of migrant pupils, their adaptation problems, their family situation, their limitations and achievements). - Managing behavioural problems and conflicts among pupils of these ages (some are related to the topic). - Designing specific activities, on content related to interculturality; putting it in practice and assessing it.

And, as in any other Undergraduate Degree, there are also issues related to the Regulations of the Master's theses (TFM) that are included within Programa Language. Students of the specialities of English and French submit and defend their dissertations in the relevant languages.

On the other hand, we would like to highlight that the Master´s Degree in Teacher Training (in the Specialities English Teacher and French Teacher) includes many skills and learning outcomes of Educational Guidance (Programa Especialista) and in all many skills and learning outcomes related with the Programa Intercultura.

In this context, there are also other actions such as dual degrees, making our Master's Degrees available to other universities (whether based on face-to-face or distance learning), the development of the Master's Degree in Teacher Training (aimed at teachers from Ecuador or Colombia) and all the initiatives resulting from the internationalisation of our degrees (Programa Sin Fronteras).

In this same line, there are other Master's Degrees: "Family guidance, counselling and mediation"; "Social and educational inclusion and exclusion: policies, programmes and practices"; "Research, Evaluation and Quality in Education".

Doctor Degrees (MECES 4, Third cycle QF-EHEA)

There will be an increase in the offer of topics for Doctoral Theses on internationalisation and interculturality (Programa Language and Programa Intercultura), which will lead to an increase in the learning outcomes. They will be mainly included in research line 1 (Policies, practices and evaluation in training and socio-educational contexts) and in research line 3 (Research for the improvement of education in specific didactics) of the Doctoral Programme in Education. Regarding Doctoral Studies, we wish to expand the number of Doctoral Theses with European Mention or with the EDS (Programa Estudios Bilingües).

Standard 3: Implementation

Criterion 3a: Information system

The institution has a functional management information system which enables it to collect and process relevant information regarding internationalisation.

An information system is a set of elements aimed at collecting, editing and managing information generated to meet a need or a goal - in our case, the improvement of what we do in teaching, in research, in social projection and, of course, in our plans of action in the field of internationalisation and interculturality.

Four procedures are often distinguished in the operation of these systems: data collection, data processing, drawing of conclusions and follow-up of improvement plans, if appropriate. All these procedures are managed by the Quality Guarantee Committee (CGC) of the Faculty of Education.

The CGC is chaired by the Dean of the Faculty, although he/she may delegate to the Coordinator of Quality. It is made up of Coordinators of each of the official degrees, lecturers, students, PAS and professionals (see http://www.um.es/web/educacion/contenido/calidad/comision)

The roles of the CGC are included in Article 2.2.2.5 of the Internal Quality Assurance System (SGIC) of the Faculty of Education (see http://www.um.es/web/educacion/contenido/calidad/documentos):

  • a) To propose the Quality and Strategic Plans for approval by the Faculty Board.
  • b) To propose to the Faculty Board and/or to the University governing bodies the initiatives and incentives for quality improvement to be performed by them.
  • c) To approve the methods and tools for quality assessment.
  • d) To collaborate in the design, implementation, and monitoring of assessment activities.
  • e) To analyse the academic results of the different degrees of the Centre, and to report thereof to the Faculty Board and the Quality Committee of the Academic Senate.
  • f) To define, update and disseminate a way to attend to incidences.
  • g) To inform the relevant bodies about the procedures and results of quality assessments. h) To approve the annual report of the Quality Plan.
  • i) To develop and propose a Tutoring Action Plan to ensure that students receive academic and professional guidance.

The CGC is the body involved in the SGIC planning and monitoring tasks, acting as internal communication vehicle in terms of policy, objectives, plans, programmes, responsibilities and achievements of this system. In brief, the CGC is directly responsible for planning and implementing the SGIC in its Faculty, for analysing the evidence collected in the latter, for making proposals for improvement actions and monitoring those approved and for taking in consideration and accurately applying recommendations, suggestions and proposals for improvement included in the required external assessment reports. The CGC is going to be in charge of collecting data, analysing them,  drawing conclusions and making a follow-up of the improvement plans of the Internationalisation and Interculturality Plan. All the information and reports compiled will be submitted to the Dean, the Vice Dean for International and Institutional Relations and to the Faculty Board, the highest governing body of the Faculty.

And, as it was already mentioned under Standard 1, the Dean's Team will present a Report of Activities carried out during the previous year and the Improvement Plan for the following year, to be approved by the Faculty Board (see http://www.um.es/web/educacion/contenido/plan-actuacion).

Criterion 3b: Actions and management

The institution makes use of processed information for the effective management of its internationalisation activities.

As principle guidelines, the ‘Internationalisation Quality Review Process' has learned that the following are crucial (Knight, 2008):

  • Focused on two aspects: progress (measured by quantitative and qualitative measures) and quality (measured by opinion of those who do the assessment)
  • Measured according to the objectives and targets set by the institution
  • Focused on both organisational and programme strategies
  • More oriented to evaluating the process than the outcomes or impact
  • Pointed to where improvement is desirable and necessary
  • Accepting that there is no ideal or optimal measurement profile
  • Focused on how the different elements work together in an integrated and strategic manner - Need to take place on a regular basis and over a period of time as to reinforce the process.

We are beginning with four types of information that we need to know for the effective monitoring of internationalisation activities.

  • a) Data. To this end, the Education Faculty Office, the ORI and other services of the University of Murcia (e.g. ATICA, COIE, Academic Management…) can provide us with the lists of participants in each programme, qualifications or academic performance, regulations, that is to say, they can provide us with objective information in relation to the facts and events that are part of our three-year Internationalisation and Interculturality Plan. 
  • b) Results analysis. The data provided by the Education Faculty Office and the above mentioned university services will be analysed by the Commissions in charge of their corresponding Programas (see Standards 5.1 and 5.2) and sent to the CGC.
  • c) Satisfaction level. A useful tool for the CGC is the use of an application for conducting surveys (ENCUESTAS) (see Annex 5.4). It arises from the need to have a computer application that will enable the members of our university to design surveys, publish them and make use of the results obtained, with the advantage of it being integrated within the corporate database of the University of Murcia. This tool can be accessed from anywhere with an internet connection. The access website is http://encuestas.um.es
  • d) Improvement plans. Following the results and satisfaction surveys, the Commissions will discuss and design Improvement Plans. Actions within these plans must be specific, verifiable and for a determined period of time; once finished, its efficiency will be assessed. The CGC shall regularly draft a report on each of the actions raised. These will be sent to the Dean and the Faculty Board.

The CGC shall regularly draft a report on each of the actions raised. These will be sent to the Dean and the Faculty Board.

Criterion 3c: Realisations

The institution can demonstrate the extent to which its internationalisation plans are realised through documented outcomes and results.

As it has been mentioned, we consider that the information collected, the documents produced and the results disseminated are insufficient. However, at this moment in time, we can point out some:

A) Data

  • Report of Activities and Plans for Improvement of the current Management Team of the Faculty (Year 2013-14, 2014-15 and 2015-16).
  • Agreements with other universities: list of framework agreements, specific agreements.
  • Programa Bilingüe: bilingual subjects, list of teaching staff and students in each bilingual module, academic results, list of students with EDS.
  • Programa Especialistas: language specialities in the different degrees, list of lecturers and students, list of TFG, TFM and Doctorates (with their authors), academic results, etc.
  • Programa Language: syllabus of degrees, language regulatory requirements, list of students and accredited competences, regulations of TFG and TFM, etc.
  • Programa Intercultura: intercultural specialities in the different degrees, list of lecturers and students of, list of TFG, TFM and Doctorate (with their authors), academic results, etc.
  • Programa Prácticas: Placement plan, academic results for Practicum 2 in Preschool Education and 1 in Primary Education.
  • Programa Sin fronteras: list of foreign students in the Undergraduate Degrees, Master's Degrees and Doctorate Degrees, academic qualifications, degrees offered as distance programmes.
  • Programa Movilidad: calls, list of destinations, academic qualifications, programmes of their own, list of places of origin, etc.
  • Programa Investigación for UMU lecturers: list of research groups (main researchers and lecturers), list of destinations/lecturers who have participated in mobility programmes.
  • Programa Investigación for incoming lecturers: list of students and institutions supporting them.
  • Programa Acreditación: opportunities offered by the Faculty, list of teaching staff and PAS and levels completed by academic year.

B) Results analysis

In spite of having general results based upon the different programas (Programa Bilingüe, Especialistas, Prácticas…), we do not still have any specific data analysis on Internationalisation and Interculturality

C) Satisfaction

  • Programa Bilingüe: lecturers and students' satisfaction survey, individual interviews, etc.
  • Programa Especialistas: teaching staff and students satisfaction survey.
  • Programa Prácticas: Satisfaction Survey of the Practicum 2 for Preschool Education and 1 for Primary Education.
  • Programa Movilidad: Satisfaction survey.

D) Improvement Plans

As it is shown, we have enough data (list of persons involved, academic results, calls, etc.) but we need to improve about the level of satisfaction (students, lecturers, PAS, administrators, employers, etc.) and obviously, on the basis of these reports, the establishment of improvement plans that boost our strengths and minimise our weaknesses.

Standard 4: Enhancement

Criterion 4a: Internal quality assurance

The institution's internal quality assurance system covers all internationalisation dimensions and activities.

Quality assurance can be described as the systematic, structured and ongoing attention to quality in terms of its maintenance and improvement. In the framework of policies and training processes developed within the universities, quality assurance should allow these institutions to show that they care about quality in their programmes and degrees and that they are committed to put in place enough means to ensure and prove such quality.

In the regulations establishing the management of official university teaching (Royal Decree 1393/ 2007, of October 29, and Royal Decree 861/2010, of July 2) it is stated that all universities have to establish an Internal Quality Assurance System (SGIC) that can be developed at University, Centre or Degree level. Subsequently, ANECA, AQU and ACSUG presented the Programa AUDIT which set out the guidelines and contents to be met by the quality assurance systems for its design to be approved by those Agencies (http://www.aneca.es/Programas/AUDIT). In fact, ANECA positively assessed the SGIC for the Faculty of Education of the UMU.

A map of the SGIC procedures at the UMU centres is shown below.

 STRATEGIC PROCESSES (PE)
PE01: Establishment, review and update of quality policies and objectives PE02: Design, follow-up and accreditation of degrees
KEY PROCESSES (PC)
PC01: Teaching planning and development. Learning Assessment. PC02: Degree review and improvement.
PC03: Application, recruitment, selection and admission student profiles. PC04: Student counselling and professional counselling.
PC05: Academic Results. PC06: Mobility of students.
PC07: External placements. PC08: Employment insertion.
PC09: Public information.  
SUPPORT PROCESSES (PA)
PA01: Management of documents and evidences PA02: Suspension of a degree
PA03: Satisfaction, Expectations and Needs, PA04: Management of incidences (S-Q-R-F)
PA05: Management of academic, and administration and services staff PA06: Management of material resources and services
 
PM01: MEASUREMENT, ANALYSIS AND IMPROVEMENT PROCESS

There are four types of processes: strategic, key, support and measurement, and analysis and improvement. All of them have been defined and are supported by the Quality Unit of the University of Murcia (see http://www.um.es/web/unica/) The SGIC includes the specific processes PC06 (Students mobility) and the PC07 (External placements) ensuring the development of quality assessment activities carried out with the support of the ORI (International Relations Office). However, there are other processes, common to other actions of the Faculty, which we are going to use in the Programmes of the Internationalisation and Interculturality Plan.

Criterion 4b: Approaches for enhancement

The institution utilises internationalisation approaches as part of its regular quality assurance and enhancement activities.

In brief, to implement the approach of the General Plan, the SGIC for the Faculty has the following procedures included in its Manual of Internal Quality Assurance System Processes (MPSGIC):

Besides, there are several actions that, in one way or another, affect the degrees offered (Programa Estudios Bilingües, Programa Especialistas, Programa Language, Programa Intercultura or Programa Prácticas). The Faculty of Education ensures that its Undergraduate Degrees, Master's Degrees and Doctorate Degrees are in agreement with the reports verified by ANECA (and, thus, the specific actions of our Internationalisation and Interculturality Plan). The results are analysed and transformed into improved actions following the process of SGIC. The processes are:

Aware of the fact that students are its main interest group with regard to teaching-learning tasks, the Faculty performs actions that affect the degrees (as it has already been mentioned) but there are other actions aimed at improving the teaching and learning process of the students. To this end, there are procedures enabling to verify that the main purpose of the actions undertaken (Programa Movilidad, Programa de Prácticas Externas o Programa de Acreditación) is to expand the students' academic horizon. The processes are:

The policy concerning teaching and research staff and that concerning the administration and services staff depend on the Vice-Chancellorship Office and the University Governing Council; i.e., it goes beyond the competences of the Faculty of Education. Therefore, we will not get into detail. However, there are several actions (Programa Investigación, Programa Movilidad y Programa de Acreditación) on which we can have an influence, according to the SGIC:

The Faculty analyses the training outcomes (Programa Sin Fronteras y Programa Formación). To this end, the Faculty is provided with procedures enabling it to ensure that outcomes related to learning, employment insertion and stakeholder satisfaction are measured, analysed and used in decision-making and teaching quality improvement.

Criterion 4c: Stakeholders involvement

The institution actively involves its internal and external stakeholders in its quality assurance and enhancement activities regarding internationalisation.

We highlight all the groups participating in each Programme, which can be summarised as follows:

Group Objectives Programmes
Students a,b, e and c (partially) Programa Estudios Bilingües, Programa Especialistas, Programa Language, Programa Intercultura, Programa Prácticas, Programa Movilidad,  Programa Acreditación
Lecturers f Programa Investigación, Programa Acreditación
PAS g Programa Movilidad, Programa Acreditación
Graduates d Programa Formación
Administration and employers d and a and b (indirectly) Programa Formación, Programa Estudios Bilingües, Programa Especialistas, Programa Language, Programa Intercultura, Programa Prácticas
Other institutions c Programa Sin Fronteras

Therefore, these groups are going to be present in all SGIC processes since they are going to be participants to whom we need to keep informed, whose satisfaction has to be analysed as well as the fulfilment of their expectations, whose results have to be assessed and incidences managed.

Besides, as we could see in the Standard 3a, the integration of the CGC takes into account the participation of all stakeholders (students, degree coordinators, lecturers, PAS, members representatives of employers and of the Administration, etc.). This wide and diverse participation further supports the role that this Commission is going to play in the development of the Internationalisation and Interculturality Plan, together with the heads of each programme.

All the results, analyses and improvement proposals will be disseminated not only within the University but also among external stakeholders. There are easier and more diverse ways to inform internal stakeholders (teaching staff, students, administrative and services staff, etc.). However, the core information is that conveyed at the Faculty Boards (in all the calls for ordinary sessions there is an item on which the Dean's Team informs about the Programmes of Plan) and through the Faculty website (see http://www.um.es/web/educacion/contenido/plan-actuacion). 

For external stakeholders (employers, graduates, public administrations and society in general), the Faculty Management Team keeps the website updated with the most important information about the Faculty and its degrees. In addition, if there is information that requires doing so, it will be directly submitted to them by means of the usual media (PC09 Public information).

Standard 5: Governance

Criterion 5a: Responsibilities

The responsibilities regarding the institution's internationalisation (goals, plans, implementation and enhancement) are clearly defined and allocated.

The current Dean's Team, in its Action Programme (see http://www.um.es/web/educacion/ contenido/plan-actuacion), raised two objectives about internationalisation and interculturality:

  • To promote internationalisation in the fields of teaching, research and management.
  • To promote national and international cooperation agreements that will enable the exchange among and mutual enrichment of university centres and between the Faculty and social actors.

Besides, the Quality policy is based on five "axes" (see http://www.um.es/documents/299436/319898/PE01+Desarrollo+Eje+5.pdf/6117b37c-3db1-4e08-b256-6c691b875cbb ).

One of them says:

"Internationalisation and interculturality

Internationalisation is an integral process that seeks to include the international and intercultural dimension in the mission and in the fundamental research, teaching and services functions of our institution. As a result, development of guidelines, structures and processes are valued as an integral part of the quality policy of the Faculty and enable the following:

  • to efficiently manage and enhance the training mobility of the members of the university community;
  • to support international and intercultural cooperation projects and the participation of researchers from the Faculty, particularly in national and international networks;
  • to disseminate our lines of research, who our main researchers are and the results obtained;
  • to respond to the language policy of the University in its promotion of bilingual training;
  • and to support the international mobility of the educational community, through general programmes managed by the ORI of the University of Murcia and their own programmes of international curricular and extracurricular placements".

That is to say, the Internationalisation and Interculturality Plan (2016-2018) is considered a strategic action of the Dean's Team of the Faculty. From this perspective, the structural, human organizational, economic, and material resources will be made available to carry out the specific objectives of the various programmes.

Therefore, the ultimate person responsible for it is the Dean of the Faculty (as personal body) and the Faculty Board (as collegiate body). Nevertheless, we deemed it convenient to appoint someone as head of each of the Programmes in order for their implementation to be more feasible.

Programme Head
Programa Estudios Bilingüe Vice Dean for Academic Organisation
Vice Dean for Postgraduate Studies
Programa Especialistas Degree Coordinators
Master's Degree Coordinators
Programa Language Degree Coordinators
Master's Degree Coordinators
Programa Intercultura Degree Coordinators
Master's Degree Coordinators
Programa Prácticas Vice Dean for Teaching Degree Practicum
Vice Dean for Social Education and Pedagogy Practicum
Programa Sin Fronteras Vice Dean for International Relations and Social Projection
Vice Dean for Postgraduate Studies
Programa Formación Vice Dean for Academic Organisation
Vice Dean for Postgraduate Studies
Programa Movilidad Estudiantes Vice Dean for International Relations and Social Projection
Programa Movilidad Profesorado Vice Dean for International Relations and Social Projection
Vice Dean for Research and Result Transfer
Programa Investigación Vice Dean for Research and Result Transfer
Programa Movilidad PAS Vice Dean for International Relations and Social Projection
Secretary
Programa Acreditación Vice Dean for Academic Organisation

Taking into account the significance of the project, the Dean will be able to delegate some coordination duties to the Vice Dean for International Relations and Social Projection.

The CGC will be in charge of collecting data (requesting them to the Faculty Office, the Quality Unit, the International Relations Office, SIDI, the Commissions, etc.) for analysis and discussion; of disseminating improvement plans for each Programme; and of providing instruments to monitor the latter. All information collected and reports drafted will be submitted to the Dean and the Faculty Board, the highest governing body of the centre.

At the beginning of each academic year, the Dean will inform the Faculty Board of the actions performed within each Programme of the Internationalisation and Interculturality Strategic Plan of the Faculty, of the assessment of the latter and of any improvement plan taken into consideration. In addition, as proposed by the Dean, and having heard the considerations and ideas of all the members, the Faculty Board will approve the Action Plan for the following academic year.

Criterion 5b: Effectiveness

The organisational structure, decision-making processes and leadership support the realisation of the institution's internationalisation goals and action plans.

The structural organisation is represented below. As it has been shown, the personal and collegiate bodies of reference are the Dean and the Faculty Board. All decisions have to be reported, discussed and/or approved by the Faculty Board. Its competences include the approval of the members of each Commission.

On the left-hand side of the chart are the Dean, all Vice Deans and the degree coordinators. On the right-hand side are all the Commissions having an influence on the Programmes (there are others appointed by the Faculty Board that have no influence on this issue, such as the one devoted to Economy and Infrastructure). And, in the middle, all the Programmes mentioned.

The Vice Dean for Quality and the CGC are in charge of collecting information, analysing it, assessing it, disseminating improvement plans and putting forward follow-up proposals. 

5b

Criterion 5c: Responsiveness

The composition of the staff (in quality and quantity) facilitates the achievement of the intended international and intercultural learning outcomes.

The Faculty of Education has highly qualified academic staff, the majority of them participate in the 27 research teams of the Faculty of Education. Most of research groups are highly valued and they have suitable publications, their research projects are funded by local, national and international organisations. They work together with other academic and educational institutions at national and international level. Details of the qualifications of each of these research groups and their staff can be found on the follow link including all research group members (see http://www.um.es/web/educacion/contenido/investigacion).

The link provides information such as contact details, projects, publications, conferences and doctoral theses directed. This information is available in order to increase transparency when students select their course curriculum and for other researchers.

In total, 388 staff members are involved at the Faculty of Education (see http://www.um.es/web/educacion/contenido/centro/pdi); but only 330 are considered members of this faculty. 134 of them are full time lecturers (senior lecturers, professors…) and 196 are part time lecturers (associate professors, research fellows…).  199 have the PhD Degree.

In the Faculty of Education, highly qualified academic staff (minimum post-doc level) teaches in the different degrees and courses. Our lecturers and professors belong to one of the eight departments of the Faculty, organised by knowledge and research areas:

In terms of language skills and teaching experience of the teaching staff in English, it is highlighted that the Faculty of Education has sufficient number of lecturers with a good command of the English language who are capable of delivering their lecturers in English and of promoting outgoing students mobility as well as supporting incoming students and researchers. In fact, there is an area of research and specialization in the didactics of foreign language (English and French).
In order to find out about other internationalisation and research activities conducted by the faculty academic staff, an on-line survey was designed, which enquired about publications, membership of international committees, collaboration stays with international researchers, and participation in international conferences and research seminars. The results are shown below.

Funded international research projects (last 5 years) Foreign researchers participating in the projects International innovation projects (last 5 years) International research stays in the last 5 years. International conferences (last 5 years) Doctorate theses with European Mention (last 5 years)
45 171 8 39 402 4

In this regard, it passed a questionnaire to the principal investigators of the research groups. The mean score for level of internationalisation valuation was M=3.01; SD=1.04.

The results of students' satisfaction are shown in Annex 5.4, see http://www.um.es/web/educacion/contenido/calidad/sgc/evidencias/informes/2015-16/satisfaccion

The analysis of mean scores indicates that student satisfaction with the teaching and learning process is high.

 

Web page of the project (self-report and evidence)

Concluding analysis

The Plan for Internationalization and Interculturality of the Faculty of Education has many strengths. These are the main ones:

a) It is our own scheme. Our model has been developed by and for the members of this community after making a diagnosis of its necessities and a deep consideration of them. We believe that the Plan can improve the teaching, the research and the management of this faculty. Although the Dean Team has been the promoter of this Plan, the Commission for International Relations and the Faculty Council have given ideas, debated and participated pro-actively in this initiative as if it were of their own.

b) This plan did not start from zero, but from our own previous achievements. What we try to do is taking advantage of our strengths in teaching and research: training in internationalization and interculturality, teaching internships programmes, collaboration agreements, collaboration with external research groups, international mobility programmes, institutional relations with other organizations… and from those we are improving.

c) It is a plan open to society. It is not socially isolated, but answers the demands of our local context and the requests from both international and national institutions.

d) This plan has clear and concrete objectives. As specified in this document, there are justified, contextualized, particular objectives; in the other hand, our commitment is easily verifiable, reliable and connected to a particular period of time.

e) The structuration of the different programmes and its coordination (unipersonal and college) allows not only to visualize clearly the achievements of this community, but also provides a joint responsibility to many members of our Faculty in order to develop the Plan.

f) The monitoring and supervision of the Plan will give us information in real time about its evolution and the fulfilment of improvement plans that may be established in case of unexpected problems. The role of the Commission of Quality is fundamental in this aspect, as it is the role of any other commission involved with our Programmes.

To sum up we would want to express our excitement about this plan. And we think this is also an strength, as it involves all of the members of the Faculty of Education. It is a plan of and for everyone in this Faculty.

References

Guideline: Include the references to documents and material not annexed.

  • De Wit, H. (2011). "Globalisation and Internationalisation of Higher Education" [introduction to online monograph]. Revista de Universidad y Sociedad del Conocimiento (RUSC). Vol. 8 (2), 241-248.

  • De Wit, H. (2010) Internationalization of Higher Education in Europe and its assessment, trends and issues. Nederland: NVAO.

  • Knight, J. (2008). Higher Education in Turmoil. The Changing World of Internationalization. Rotterdam: Sense Publishers.

  • McFadden, J. et al. (1997). Multicultural and global education: guidelines for programs in teacher education. Washington, D.C.: American Association of Colleges for Teacher Education.

  • MECD (2014). Estrategias de internacionalización de las Universidades españolas 2015-2020. Madrid.

  • Morey, A. I. (2000): Changing Higher Education Curricula for a Global and Multicultural World. Higher Education in Europe, XXV, 1, 25-39.

  • Pro, A. (2006). Planificación de la enseñanza en las Ciencias Experimentales. En la obra de J.M. Serrano (coord), Psicología de la instrucción, Vol. II. 267-301. Murcia: Diego Marín.

Self-Report Committee:

  • Vice Deans Faculty of Education: Dra. Carmen Ferrándiz García and Dra. Amanda Ayala de la Peña;
  • Academic Staff: Dra. Cecilia Ruiz Esteban;
  • International Relations Officers: Dña. Isabel Ruiz Serrano;
  • International Phd Student: Dña. Jennifer Rose Mesa Jacobo;
  • Web Coordinator: Dr. Jesualdo Tomás Fernández Breis.

Annexes

Annex 5.1

In Europe, we have signed agreements with the following universities:

  • Universität Bayreuth, Universität zu Köln and Leuphana Universität Lüneburg (Germany)
  • Universite free of Bruxelles, Université de Liège, Haute Ecole Charlemagne in Liege and Haute Ecole Charlemagne in Liege (Belgium)
  • V Univerza Ljubljana (Slovenia),
  • University of Oulu (Finland),
  • University of Angers, Université d'Avignon et des Pays de Vaucluse, Université de Caen, Université Henri Poincaré Nancy, Université de Montpellier III Paul Valery, Université Paris Descartes Sorbonne, University Institute of Teacher Training Université de Rouen and Institut Superieur of reeducation psychomotrice (France)
  • University College Dublin (Ireland)
  • Universita degli Studi di Bologna, Universita degli Studi of the Genoa, Universita degli Studi di Messina, Suor Orsola Benincasa University Institute in Naples, Universita degli Studi di Roma, Università degli Studi of the Salerno, Universita degli Studi di Siena and Università degli Studi of the Trieste (Italy),
  • Daugavpils University (Latvia),
  • Radboud Universiteit Nijmegen (Netherlands),
  • Jagiellonian University in Krakow (Poland),
  • University of Minho, University of Evora, Polytechnic Institute of Leiria , University of Oporto and School of Educaçao Paula Frassinetti (Portugal),
  • Canterbury Christ Church University (UK),
  • Jönkoping University and Kristianstad University, University of Boras (Sweden),
  • Gazi University, Selçuk University and Mehmet Akif Ersoy University (Turkey).
    In the American context, we have signed the following agreements with:
  • Catholic University of Cordoba, Cordoba National University, the University of Central Province of Buenos Aires, the Littoral University of Santa Fe and University Argentine Social Museum (Argentine),
  • University Cartagena, Atlantic University, University of Cauca, University of Cundinamarca, University of Magdalena, University of Nariño, University of Quindio, University of La Guajira, University of El Bosque, University of Córdoba, Technology University of Pereira, Pedagogical and Technology University of Colombia and the University of Tolima (Colombia),
  • University of Kentucky Transylvania (USA),
  • Normal School of Ticul Yucatan, Superior Normal School "Profesor Moisés Sáenz Garza" and the Directorate General of Higher Education of the Government of Mexico (Mexico),
  • Higher Institute of Humanistic and Philosophical Studies of Asunción and Catholic University "Ntra. Sra. de la Asunción" (Paraguay),
  • "Madre y Maestra" Catholic University (Dominican Republic),
  • Catholic University of Montevideo (Uruguay).
  • Finis Terrae University, Los Lagos University (Chile)
  • With the government of Ecuador to train 265 teachers from Ecuador.
    For the African continent we have signed agreements with:
  • University Cadi Ayyad of Marrakech and University Mohamed V Souissi Rabat (Morocco).  

Annex 5.2


Verification commitments for specific objectives (2016-2018)
a.1.- Offer bilingual modalities (English) in the Undergraduate Degree in Primary Education, so that students can attain the European Diploma Supplement. 1 or 2 groups
a.2.- Offer bilingual modalities in the rest of qualifications requiring this kind of training and having a minimum number of students to make it viable. at least 1
a.3.- Increase the number of Doctoral Theses with European Mention at least 3
a.4.- Offer the specialities (currently "Mentions") in the Degree in Primary Education (English and French) in the conditions allowed by the legislation in force. 1 group for each speciality.
a.5.- Offer the qualifications (Foreign Language (English) Teacher and Foreign Language (French) Teacher) in the Master's Degree in Secondary Education Teacher Training.
a.4. and a.5.- Offer other specialities related to language teaching (currently mentions or specialities) as part of official Degrees (e.g. German Mention or German Speciality) 1 group
a.6.- Offer places to perform Teaching Practicum in bilingual schools or in foreign schools in the Region of Murcia. 50 places
a.7.- Include the following general competence in the different Undergraduate Degrees: "To understand and speak a foreign language in its field of work (English or French)". in all Degrees
a.8.- Require level B1 as a prerequisite to study the Master's Degree in Secondary Education Teacher Training and suggest this requirement as an access criterion for Master's Degrees. in 3 Master's Degree
a.9.- Include topics related to Foreign Language teaching and learning TFG (Final Year Project), TFM (Final Master's Project) and Doctoral theses, as the case may be, in the different Degrees taught at this Faculty. 50 topics
a.10.- Require a summary in English or French in the TFG and TFM presented in the different Degrees taught at this Faculty. in all of them
b.1.- Offer the speciality in Interculturality (currently it is a "Mention") in the Degree in Primary Education Teacher, in the conditions allowed by the legislation. 1 group
b.2.- Include intercultural competences, contents and activities; and, when possible, optional subjects on the interculturality topics in the Undergraduate Degrees taught at our Faculty. in all Degrees
b.3.- Include activities related to interculturality in the Plan for Teaching Practicum and the Plan for External Placements of the different Undergraduate Degrees and in the Plan for Teaching Practicum for the Master's Degree in Secondary Education Teacher Training (in the 19 specialities). 1 for each Plan
b.4.- Include topics related to Foreign Language teaching and learning in the research fields for TFG (Final Year Project), TFM (Master's Degree Dissertation) and Doctoral theses, as appropriate, as part of the course of studies of the different Degrees taught at this Faculty. 30 topics
b.5.- Increase the number of international mobility experiences that allow our students to live in different cultural contexts. at least 10%
c.1.- Provide teachers from Ecuador with the Master's Degree in Teacher Training, and maintain and increase, if possible, the options for the 2017-19 biennium. 245 teachers in 2016-2018
c.2.- Make use of the regulations for dual degrees and offer some degrees in the next years. at least one
c.3.- Make our Master's and Doctoral Degrees available for the Latin American community, increasing the number of institutional preparatory for joint actions and the number of agreements on the recognition and simultaneousness of official Degrees. 3 Master and 5 Doctoral Degrees
c.4.- Increase the number of places for foreign students in the Master's and Doctoral Degrees provided by the Faculty of Education. 10 % in Master
c.5.- Offer on-line Master's Degrees so that they can be followed through the Internet (mainly for teachers and professionals from Latin American countries). at least three
c.6.- Establish plans and bilateral agreements for the incorporation of doctoral students to the Doctoral Programme in Education (Red de Colombia, Red del Caribe, etc.) 3 agreements
d.1.- Offer our institutional collaboration to participate in the project for transforming most schools into bilingual schools developed by the Regional Department of Education of the CARM (Autonomous Community of the Region of Murcia).  
d.2.- Increase the number of Postgraduate Degrees  in the Faculty including courses or degrees related to T/L of Foreign Languages or Interculturality. 3 courses
d.3.- Promote and organize actions and activities - Conferences, Seminars, Meetings, etc.- related to T/L of Foreign Languages or Interculturality. as many as possible
d.4.- Promote the dissemination of works on T/L of Foreign Languages or Interculturality in the journal Educatio Siglo XXI published by the Faculty of Education. 1 of each
e.1.- Offer information to students on projects, services, calls, among others related to mobility, job offers, working conditions, etc. of other countries. as much as possible
e.2.- Promote participation, maintain, develop, foster loyalty and expand the number of destinations for outgoing and incoming students and improve monitoring of students participating in mobility programmes (Erasmus, ILA, ISEP, SICUE, etc.). at least 10%
e.3.- Promote activities where the different members of our university participating in mobility programmes can communicate their experiences to other members.  since 2016
e.4.- Announce mobility destinations and supply money for students participating in mobility programmes, within the Plan of the Faculty of Education so that students can perform their Practicum and Extracurricular Placements in European and Latin American countries. 20 places
e.5.- Promote the "mobility mentor" for the activities organised by our Faculty. as much as possible
e.6.- Give visibility to the Faculty research groups, publishing a research newsletter that includes relevant information related to research work performed by them. 3 newsletters
e.7.- Support stays for researchers and lecturers in our faculty and those for our lecturers in other higher education or research centres. as much as possible
e.8.- Provide information about international project calls and encourage our university community to participate in them.  as much as possible
e.7.- Support stays for foreign PAS (Administration and Services Staff) in our faculty and those for our PAS in other higher education or research centres. 3 actions
f.1.- Collaborate with SIDI (Language Service) in the organisation of actions for language training of students, for those registered in bilingual degrees or participating in mobility programmes. 20 students/year
f.2.- Clarify what the accredited training of lecturers of the Faculty is and collaborate with SIDI to increase accredited language training of our Faculty lecturers. at least 5 a year
f.1.- Collaborate with SIDI (Language Service) in the organisation of actions for language training of PAS, mainly for those participating in mobility programmes. at least 5 a year
f.4.- Promote the creation of a training centre within SIDI in the Faculty of Education to facilitate our educational community access to language training. in 3 years time

Annex 5.3

In the regulations establishing the management of official university teaching (Royal Decree 1393/ 2007, of October 29, and Royal Decree 861/2010, of July 2) it is stated that all universities have to establish an Internal Quality Assurance System (SGIC) that can be developed at University, Centre or Degree level. Subsequently, ANECA, AQU and ACSUG presented the Programa AUDIT which set out the guidelines and contents to be met by the quality assurance systems for its design to be approved by those Agencies (http://www.aneca.es/Programas/AUDIT). In fact, ANECA positively assessed the SGIC for the Faculty of Education of the UMU.

The academic results analysis is determined by four rates: Graduation Rate, Dropout Rate, Efficiency Rate and Performance Rate, all defined by the Royal Decree 1393/2007. In the following lines we will synthesize the results obtained in the Master's Degree in Secondary Education Teacher Training, as this Degree has already finished the evaluation process (creation, supervision and verification) by ANECA.

It is of paramount importance to follow the student's performance along the different courses, within the framework of a continuous and formative assessment. If we analyse the Teaching Syllabuses of all the courses, we will find the instruments needed to assess the student's learning:

  • SE1: Written exams: Objective exams, exams with long answers, exams with brief answers, tasks implementation, attitude scale…carried out by students to show the acquired theoretical and practical knowledge.
  • SE2: Oral exams: Interviews, individual questions…to assess the learning results of the course.
  • SE3: Written reports, works and projects: Teaching practice portfolios, written works, portfolios…both individual and in groups.
  • SE4: Public work presentation: Presentation of the results obtained and the necessary proceedings for doing a project, as well as reasoned answers to the potential questions about the work.
  • SE5: Implementation of practical tasks: music, arts or dynamic activities, lab activities, etc., to show the know-how within the corresponding discipline.
  • SE6: Proceedings to observe students' work: Participation and activities records, deadlines fulfilment, participation in forums…
  • SE7: Self-assessment: Reports, questionnaires, interviews…for students to be able to assess their own work.

With these information collection methods, and taking into account the different percentages established in the Teaching Syllabuses of the different courses, the student's marks are obtained.

The data related to the learning of the students doing the Master's Degree in Secondary Education Teacher Training are included in the following table:

  Academic Year 2010/11 Academic Year 2011/12 Academic Year 2012/13 Academic Year 2013/14 Academic Year 2014/15
Nº of new students 401 433 335 350 414
Lecturer/Student Ratio 1,83 1,86 1.44 1.58 1.64
Graduation Rate 71.57% 65.35% 61.54% 90.27% 92.02%
Dropout Rate 25.54% 31.44% 11.54% 2.01% 1.42%
Efficiency or Success Rate 99.03% 99.49% 99.64% 99.61% 99.37%
Performance Rate 96.54% 97.47% 96.39% 96.01% 94.72%

It must be highlighted that a certified B1 level has been required since the academic year 2012-13 to those students willing to do those courses. Thus, the different number of new students every academic year is justified.

In the Self-evaluation Report designed to submit the Degree to the ANECA Verification Process (see http://www.um.es/documents/299436/1951373/informe-autoevaluacion-formacion-procfesorado.pdf/ 40dedeaf-96b6-482a-9c06-dcd7fa98d404), it is stated:

"The evolution of the main data and indicators of the Degree (number of new students per academic year, Graduation Rate, Dropout Rate, Efficiency Rate, Performance Rate and Success Rate) is adequate, regarding the theme field and context of the Degree and it is coherent with the characteristics of the new students".

Based upon this information and upon an Expert Panel visit, ANECA -in its last report (see http://www.um.es/documents/299436/1951373/Informe+Final+Renovaci%C3%B3n+ACREDITACI%C3%93N_MU+Formaci%C3%B3n+Profesorado.pdf/42d46881-38af-4370-a361-c21813322f26)- issued a POSITIVE REPORT and stated:

"The learning results of the students who have finished are coherent with the profile of the Degree and correspond to the level of the MECES (Marco Español de Cualificaciones para la Educación Superior) established for the Degree".

To sum up, the process and the results of the assessment of the competences acquisition and of the students learning results have been considered SATISFACTORY by ANECA.

Annex 5.4

The ENCUESTAS computer tool has two modules:

  • Administrator module
  • Manager module

Administrator module

The administrator module is designed for the IT staff responsible for the tool, and enables the user to maintain the infrastructure needed for the correct running of the latter.

Manager module

The manager module enables the members of the University Community to design the surveys and make use of them. The tool has the following options:

▪ Design

  • Folder/subfolder configuration
  • Virtual Folders
  • Design of surveys (sections, multiple types of questions, conditional logic, random blocks and more advanced options, access to the University databases)
  • Copy Survey
  • Preview surveys (internal and external)
  • Print Survey
  • Maintenance of survey publication periods
  • Message Settings
  • Administrative data Settings
  • Maintenance of users and roles
  • Various forms of access (via e-mail invitation, via web site, via link to the application)
  • Different types of access (per ticket, restricted access by key, authenticated access with LDAP, restricted access to the survey with custom key)

▪ Management

  • Complete Survey
  • Content Query
  • Historical query by customised filters
  • Print surveys
  • Statistical data generation 
  • Download results in Excel and Access
  • Generation of Graphics

The system also has different profiles/roles to manage and/or administer all surveys related to a unit or just to certain folders.
However, we believe that the information collected is insufficient. Therefore, the CGC shall establish specific satisfaction protocols for the action carried out, aimed at each and every one of the programmes in the Internationalisation and Interculturality Plan of the Faculty of Education.

We are going to classify three different areas.

  • A) Actions implemented for the groups of the Faculty of Education (Programa Estudios Bilingüe, Programa Especialistas, Programa Language, Programa Intercultura, Programa Prácticas, Programa Acreditación).
  • B) Actions implemented for other groups (Programa Sin Fronteras, Programa Formación).
  • C) Mobility actions (Programa Movilidad, Programa Investigación)

In all cases, the information collected will be used to assess:

  • the general objectives of the Programme in which the user has participated.
  • the coordination and organisation of the activity.
  • the previous information about the activity (presence on the website, information channels).
  • the development or monitoring of the activity carried out (contents, methodology).
  • the academic results obtained.
  • the compliance of initial expectations.
  • the globally positive and negative aspects, and suggestions regarding the action.
  • ther specific aspects (depending on the Programme).

In Actions A and C, the assessment of our groups will be carried out through surveys or interviews to the groups, participants and tutors and/or heads of the Programme.
In Actions B and C, the groups outside our faculty will be assessed through the procedures established by the CGC for groups, participants and tutors and/or heads of the Programme.

Annex 5.5

A 1-5 rating scale is used where students can express their agreement with teaching in general terms.

Degree Curso 2012-13 Curso 2014-15
Grado en Educación Infantil (Preschool Education) 3.7 3.9
Grado en Educación Primaria (Primary Education) 3.8 3.8
Grado en Educación Social (Social Education) 4.0 4.1
Grado en Pedagogía (Pedagogy) 4.0 3.8
Every Undergraduate Degrees 3.9 3.9
Máster Formación Profesorado (Training of Teachers in Compulsory Secondary) 4.12 3.8
Máster IIEI&EP (Research and Innovation in Preschool and Primary Education) 4.13 4.1
Máster eMUS (Education and Museums: Heritage, Identity and Cultural Mediation) - -
Máster Investigación Musical (Musical Research) - 3.7
Máster OA&MF (Family Guidance, Counselling and Mediation) - -
Máster IE&CE (Research, Evaluation and Quality in Education) - 4.1
Máster IES&E (Social and Educational Inclusion and Exclusion) - 3.7
Every Masters' Degrees 4.1 3.9

Annex 5.6

Short Introduction

Lista_admitidos_doctorado
MATRICULADOS 12-13 GRADO
MATRICULADOS 12-13 POSTGRADO

Criterio 1A

Manual Calidad Educación
Plan Calidad UMU Servicios 2011-14
Plan Estratégico UM
Plan-Estratégico-Internacionalización-UM

Criterio 1B

Reconocimiento de Estudios. Educación

Criterio 1C

200+ Informe de Autoevaluación EFQM
Cuestionario Satisfacción Ari Alumnos No UMU
Datos De Internacionalización De La Facultad De Educación
Diploma_Aneca_UM_Rrii
Encuesta Erasmus UMU2
Encuesta Erasmus UMU
Encuesta Satisfacción Alumno No UMU Erasmus 3
Encuesta Satisfacción Alumno No UMU Erasmus
Encuesta Satisfacción Alumno No UMU Erasmus 2
Informe Final Erasmus Placement
PA01-Gestion-documentos-y-evidencias
PA02-suspensión-de-un-título
PA03-Satisfaccion-expectativas-y-necesidades
PA04-gestion-de-indidencias-SQRF
PA05-gestion-de-personal-academico-y-de-apoyo-a-la-docencia-y-pas
PA06-gestion-de-los-recursos-materiales-y-servicios
PC01-Planificacion-y-desarrollo-de-las-enseñanzas-Evaluacion-del-aprendizaje
PC02-Revisiones-y-mejora-del-Plan-de-Estudios
PC03-Perfiles-de-ingreso-captacion-seleccion-y-admision
PC04-Orientacion-a-estudiantes
PC05-resultados-academicos
PC06-movilidad-de-los-estudiantes
PC07-practicas-externas
PC08-insercion-laboral
PC09-informacion-publica
PE01-02-Politica-y-objetivos
PE02-02-diseno-seguimiento-y-acreditacion-de-titulaciones
PM01-Medicion-Analisis-y-Mejora
Criterio 2A
Memoria Doctorado Educación
Memoria Educación Social
Memoria Grado Educación Infantil
Memoria Grado Educación Primaria
Memoria Grado en Pedagogía
Memoria Máster Educación y Museos

Criterio 2B

Ejemplo TFG Francés
Ejemplo TFG Inglés
Ejemplo TFM Francés
Ejemplo TFM Inglés
Normativa TFGs
Normativa UMU TFGs y TFMs

Criterio 2C

Modelo Learning Agreement 13-14
Compromiso de reconocimiento académico
Doctorado Europeo
Informe Resultados Académicos 2012-2013 (definitivo)
Presentación compromiso académico inglés
Studies Recognition
Suplemento Europeo Grado
Tesis en Inglés Y Francés
Tesis Mención Europea
Transcript of records

Criterio 3B

Carta Servicios SRI
Guía tutor Educación

Criterio 3C

Buddy Program
Cifras Internacionalización Generales
Congreso Innovación e Investigación en Educación Infantil y Educación Primaria
Datos COIE Egresados Facultad de Educación
Erasmus Agreements
Erasmus No UMU 08-09
Erasmus No UMU 09-10
Erasmus No UMU10-11
Erasmus No UMU11-12
Erasmus No UMU12-13
Erasmus UMU 08-09
Erasmus UMU 09-10
Erasmus UMU 10-11
Erasmus UMU 11-12
Erasmus UMU 12-13
Erasmus Mundus No UMU 10-11
Erasmus Mundus No UMU 11-12
Informe Paipuc 08
Informe Paipuc 09
Informe Paipuc 10
Informe Paipuc11
Informe Paipuc 12
Interjom 12-13
ILA No UMU 08-09
ILA No UMU 09-10
ILA No UMU10-11
ILA No UMU11-12
ILA No UMU12-13
ILA UMU 08-09
ILA UMU 09-10
ILA UMU 10-11
ILA UMU 11-12
ILA UMU 12-13
ILA Agreements UMU
ISEP No UMU
ISEP UMU
Listado Proyectos Educación
Matriculados Primer Ciclo
Matriculados Segundo Ciclo
Memoria académica 07-08
Memoria académica08-09
Memoria académica09-10
Memoria académica 10-11a
Memoria académica 10-11b
Memoria académica 11-12
Memoria académica 12-13
Oferta Erasmus
Oferta ILA
Prácticas Argentina 11-12
Prácticas Argentina 12-13
Prácticas Argentina 13-14
Prácticas Erasmus UMU 10-11
Prácticas Erasmus UMU  11-12
Prácticas Erasmus UMU 12-13
Prácticas  Francia 10-11
Prácticas Francia 11-12
Prácticas Francia 12-13
Prácticas Paraguay 10-11
Prácticas Paraguay 11-12
Prácticas Paraguay 12-13
Prácticas  UK 09-10
Prácticas UK 10-11
Projects
RedomUMU 10-11
RedomUMU 12-13
Tabla Datos Movilidad
Tríptico Congreso Internacional
Tutores ERASMUS
Tutores ILA
West Virginia UMU Infantil
West Virginia UMU Psicopedagogía

Criterio 4B

Plan de Acción EDU 08-09
Plan de Acción EDU 09-10
Plan de Acción EDU10-11
Plan de Acción EDU 11-12
Plan de Acción EDU 12-13
POT_2013

Criterio 4C

Centros de Prácticas Educación Infantil 13-14
Ofertas Centros de Prácticas PE I. GES curso 13-14
Oferta Centros de prácticas PE II. Grado Educación Social 13-14
Oferta centros PE I. Grado Pedagogía 13-14
Oferta centros PE II. Grado Pedagogía 13-14

Criterio 5A

Junta de Facultad
Reglamento de Régimen Interno

Criterio 5B

Evaluación Ex Ante Grado Educación Infantil
Evaluación Ex Ante Grado Educación Primaria
Evaluación Ex Ante Grado Educación Social
Evaluación Ex Ante Grado Pedagogía
Evaluación Ex Ante Master Educación Y Museos
Evaluación Ex Ante Master Formación Profesorado
Evaluación Ex Ante Master Investigación E Innovación Educación Infantil Y Primaria
Evaluación Ex Ante Master Investigación Musical
Evaluación Ex Ante Master Tecnología Educativa
Estatutos Umu

Criterio 5C

Profesores Facultad de Educación
Titulación Grado en Educación Infantil
Titulación Grado en Educación Primaria
Titulación Grado en Educación Social
Titulación Grado en Pedagogía
Titulación Máster en Educación Secundaria
Titulación Máster en Investigación e Innovación en Educación

Evidences allocated in web http://www.um.es/web/educacion/contenido/ecca

First Self- evaluation report
An internationalisation Map
15 Testimonies of students
Undergraduate students 13-14
Postgraduate students 13-14
PhD students 13-14

Standard 1: Intended Internationalisation

Quality Manual Faculty of Education
2011-14 Quality Plan for the services of the University of Murcia
Strategic plan of the University of Murcia
Internationalisation plan of the University of Murcia
Recognition of studies- Faculty of Education
Self-assessment EFQM 200+
Internationalisation data of the Faculty of Education
Diploma ANECA- UM- International Relations
Final report Erasmus Placements

  • Surveys

Erasmus UMU
Erasmus UMU2
Satisfaction of not UMU Students- Erasmus
Satisfaction of not UMU Students- Erasmus 2
Satisfaction of not UMU Students- Erasmus 3
Satisfaction of not UMU Students- ARI

  • Quality Processes

PC01. Planificación y desarrollo de las enseñanzas. Evaluación del aprendizaje
PC02. Revisiones y mejora del Plan de Estudios
PC03. Perfiles de ingreso, captación, selección y admisión
PC04. Orientación a estudiantes
PC05. Resultados Académicos
PC06. Movilidad de los Estudiantes
PC07. Prácticas externas
PC08. Inserción laboral
PC09. Información Pública
PA01. Gestión de documentos y Evidencias
PA02. Suspensión de Título
PA03. Satisfacción de Expectativas y Necesidades
PA04. Gestión de Incidencias (SQRF)
PA05. Gestión del personal académico y de apoyo a docencia y PAS
PA06. Gestión de los recursos materiales y servicios
PE01. Política y Objetivos
PE02. Diseño, seguimiento, acreditación
PM01. Medición, análisis y mejora

Standard 2: International and intercultural learning

Memories
PhD Education
BSc Social Education
BSc Preschool Education
BSc Primary Education
BSc Pedagogy
MSc Education and Museums

  • Rules for degree theses
    • Bachelor degree theses
    • Bachelor and Master these projects
  • Examples of degree projects
    • Bachelor thesis in French
    • Bachelor thesis in English
    • Master thesis in French
    • Master thesis in English
  • Achievements results 2012-13
  • Learning agreement 2013-14
  • Compromiso de reconocimiento académico
  • Presentación compromiso académico (English)
  • Studies recognition
  • Transcript of records
  • Bachelor/Master theses (English and French)
  • European Supplement - Bachelor degrees
  • PhD theses with European Mention (evidence 1)
  • PhD theses with European Mention (evidence 2)

Standard 3: Implementation

International Office

  • Services offered by the
    • Guide for tutors - Faculty of Education
    • Guide for international tutors- Faculty of Education

Web links

  • Video testimonies
  • General internationalisation report
  • COIE report on internationalisation
  • Buddy Program
  • List of projects
  • Report on international projects
  • Events
    Tríptico Congreso Internacional
    Congreso Educ. Infantil y Primaria
  • Students: undergraduate students; graduate students
  • Mobility data summary (more information in the next tables)

Annual reports

Report Documents (academic year)
PAIPUC 08-09, 09-10, 10-11, 11-12, 12-13
Academic
memories
07-08, 08-09,09-10,10-11a, 10-11b, 11-
12, 12-13

Information about mobility programmes

Programme Report
Erasmus Agreements; Tutors; Offer
ILA Tutors; Offer

Students received (mobility programmes)

Programme Documents (academic year)
Erasmus 08-09, 09-10, 10-11, 11-12, 12-13
Erasmus Mundus 10-11, 11-12
ILA 08-09, 09-10, 10-11, 11-12, 12-13
ISEP 2008-14
Dominican Republic 10-11, 12-13
Interjom 12-13

Students sent for studies (mobility programmes)

Study Programme Documents (academic year/degrees)
Erasmus 08-09, 09-10, 10-11, 11-12, 12-13
ILA 08-09, 09-10, 10-11, 11-12, 12-13
ISEP 2008-14
West Virginia BSc Preschool Education, BSc Pedagogy

Students sent for placements (mobility programmes)

Placement Programme Documents (academic year/degrees)
Erasmus Placements 10-11, 11-12, 12-13
Argentina 11-12, 12-13, 13-14
France 10-11, 11-12, 12-13
Paraguay 10-11, 11-12, 12-13
United Kingdom 09-10, 10-11

 

Standard 4: Enhancement

  • Action plans of the Faculty of Education
    • 2012-13
    • 2011-12
    • 2010-11
    •  
    • 2008-09
  • Orientation and tutorship programme
  • Placements offer 2013-14
    • BSc Preschool Education
    • BSc Social Education (PE I)
    • BSc Social Education (PE II)
    • BSc Pedagogy (PE I)
    • BSc Pedagogy (PE II)

Standard 5: Governance

  • Internal regulation
  • Faculty committee
  • External evaluations
    • BSc Preschool Education
    • BSc Primary Education
    • BSc Social Education
    • BSc Pedagogy
    • MSc Education and Museums
    • MSc Teachers' Training
    • MSc Research and Innovation on Preschool and Primary Education
    • MSc on Musical Research
    • MSc on Educational Technology
  • Statutes of the University of Murcia
  • Staff Faculty of Education
  • Internationalisation survey
  • Students' satisfaction surveys
    • BSc Preschool Education
    • BSc Primary Education
    • BSc Social Education
    • BSc Pedagogy
    • MSc Teachers' Training
    • MSc Research and Innovation on Preschool and Primary Education

The panel ask the FE more evidences for the site visit regarding teaching and learning environment, degree international students and trends in numbers of incoming and outgoing student exchanges. The university prepared this information requested and included more documents as Thesis, work of students, information regarding NGO-s.

More evidences included at the meeting room:

  • International students records (Erasmus, USA, Latin-American, Sicue-Seneca
  • Trends in numbers of incoming and outgoing student exchanges.
  • Actas (internationalitasion comitee education faculty; ECA first self-report committee)
  • Quality faculty of education data (2012-2013)

Publications

  • 5 articles related to the gypsy group by teachers of the Faculty
  • 3 Articles about immigration by Faculty teachers
  • 8 Articles about English teaching by faculty teachers
  • Bilingual project
  • Boletín academ. Norteameric. Lengua española
  • Practices letter (School CEIP Ana Caicedo Richard)
  • Mexican Agreement (1 example)
  • DVD gipsy culuture (DVD cultura gitana.pdf )
  • 3 works elaborated in colaboration with latinoamerican institutions
  • 3 Monographs Educatio XXI journal (Journal of the Faculty) Identity and citizenship pdf.; Intercultural pdf.; Heritage and education. Pdf
  • Student Gide. Interculturality practices
  • Student Guide practices Preschool Studies
  • 7 books about interculturality elaborated by Faculty Teachers
  • List of TFM on Intercultural, Foreign Language ...
  • Quality Mannual
  • Memory Master of social inclusion-exclusion
  • Memory Master of Research, Evaluation and Quality
  • Teaching Memory Practices in Mexico, Paraguay ...
  • Memory Practices (Social Education Studies, Pedagogy Studies, Primary
  • Teaching Studies and Preschool Teaching Studies)
  • Poster international congress held at the Faculty
  • Practices social insertion
  • Project programme Angers (example with French Universities)
  • 6 PhD theses by foreign students (Mexico, Baja California, Netherlands ...)
  • 8 TFG about teaching and learning in English, French, and interculturality
  • 3 works about social exclusion, vulnerable groups, violence ... (examples of works done).