1. A comparison between Licenciatura and Bologna study plans: autonomy, stress level, satisfaction and learning efficiency. <br />Gordillo, S.M., Deleito, C., Méndez, L., Duncan, C.<br />Facultad de psicología Sevilla<br />2º Curso<br />Eduardo Infante Rejano<br />Abstract:<br />This research studies the possible differences concerning stress level, autonomy, satisfaction and learning efficiency in Licenciatura and Bologna students. The methodology which we have carried out is an experimental one, with inter-individual design and the experimental individuals were students, chosen randomly, from 2nd course to 4th course from Psychology Faculty of Seville. We found significant differences in the stress level, and no significant differences respecting the other variables. <br />Key words: Bologna, Licenciatura, Stress level, Autonomy, Satisfaction, Learning Efficiency. <br />INTRODUCTION:<br /> The Bologna Process has triggered great changes in the Spanish Universities, in order to adjust the new exigencies required by the European plan. In Andalucía, the “experiencias piloto” started in the course 2004-05, and later in 2009 Bologna courses began. But…what is Bologna? We will revise the University studies education plan during the Spanish democracy in order to understand it. Spain’s education system has four sections: Principles, Structure, Administration and New Educational Policy. The first section describes the main guiding principles that govern the system, according to the Spanish Constitution and the major education acts. Then there is an outline of the structure that later includes a summary of the organization and curricula in all the non-university levels and systems.<br /> The Spanish system is built on the principles set by the 1978 Constitution and the organics laws. <br /> The General Organization of the Education System Act establishes the basic structure of the Spanish education system, reforming non-university stages, levels and education. The University Reform Act of 1983 defines the structure of the university level.<br /> University Education is regulated by the University Reform Act of 1983 and Universities Act of 2001. <br />The Universities Act (LOU) seeks to adapt Spain to the changing society, Full development of the decentralized state, emergence of a European space for higher education, and the challenges of “knowledge society”.<br />It aims to improve quality in all university areas, better selection of teachers and evaluating systems. It also promotes research in the universities. <br />One of the major goals in this act is the necessary measures needed to integrate the Spanish system into a common European university space. Another important objective this act includes is the increase in student and teacher mobility throughout Europe and Spain. <br /> It also includes measures such as the open district, grants system, and encouragement of teachers to work in the universities.<br />The functions of the university are summarized in: creation, development, transmission and critique of science, technology and culture; preparation for professional activities; scientific and technical support for culture, social and economic development; and broadening of the university culture. <br /> Students wishing to study at the university have to pass a series of test named “SELECTIVIDAD”. This test accounts for 40% of the final mark and the remaining 60 % comes from the student’s baccalaureate results. <br />The universities themselves will be allowed to select their students.<br />Concerning the grants policy, the government has a general policy for student grants, aid and loans, and partial or total pays for tuition, depending on the family status etc…<br /> University education is organized into different phases with specific and educational goals and it has separate academic ratings. There are five types of education: education only up to the first phase, lasting three years and leading to a Diploma, Technical Engineer or Technical Architect certificate; two-phase education with no intermediary qualification, lasting four, five or six years, and leading to a Bachelor’s degree or degree in Engineering or Architecture; two-phase education with an intermediary qualification, under which students begin by studying the first phase– on completion of which they obtain the corresponding diploma– and can then go on to study a second phase in the same subject to obtain a degree; second phase education only, leading to a bachelor’s degree or degree in engineering or architecture (students taking this system must have passed certain first-phase studies or courses); and third-phase education, lasting two years, taken by graduates, who must successfully submit a doctoral thesis on a hitherto unpublished subject to obtain a PhD.<br /> The main objective of the Bologna plan is to create the European Higher Education Area by standardizing the academic degrees and quality throughout Europe. It is an EU initiative with 47 participating countries. It is a major reform responding to issues such as public responsibility for higher education and research, higher education governance, the social dimension of higher education and research, and the values and roles of higher education and research on modern, globalizes, and complex societies with very demanding qualification needs.<br /> With the implementation of the Bologna process, Higher education systems in Europe are organized for easier mobility in Europe, further study or employment; to attract foreigners to study and work in Europe. This plan provides Europe with an expansive knowledge base and ensures the future development of a stable peaceful and tolerant community. Also these new plans will benefit Research areas and convergence between the U.S. and Europe.<br /> In Spain for years there have been two kinds of initial degrees, the three year “Diplomatura” or 4-6 year “Licenciatura”. These degrees being completely separate. The former one leading to a medium-level technical profession like nursing for example, and the latter one giving access to higher-level professions or academic disciplines, also opening the path to the Doctorate.<br />The new degrees have started for the master’s level in 2006 and for the undergraduate level in 2008. The new degrees are: “Graduado” for the Bachelor’s degree, after four years of study, except pharmacy or Dentistry, after five years, and Medicine, after six years. Masters with an extra year or two and Doctor for the “Doctorate”<br />This reform will vanquish the tradition of centralized degrees giving the universities more autonomy to define their programs and name their degrees.<br /> What are the main differences between the old and the new study plan? In the first one the classes were longer, usually 2 hours and in the new “grado” system there 1 hour each. <br /> In the old system each student would have less teachers, since the new “grado” system has more courses, unlike the old system that a lot of its courses where the whole year, not half the quarter like the new “grado”. The new system has more projects and small group divisions. That includes routine test and projects.<br />The new system also has obligatory hours that a student must attend to, unlike the old system, which for students who work can cause a problematic situation. Another major difference is the year difference and degree change which we stated earlier. <br /> What kind of differences can we find between Bologna and Licenciatura (the old study plan) in terms of learning efficiency, satisfaction level, stress level and autonomy degree? Has Bologna had a significant effect to these variables? In what sense? That is the object of our research. The different research which has been carried out with the “experiencias piloto” praise the Bologna effect on students. <br /> After having carried out some surveys to both, teachers and students from Licenciatura and students that changed from Licenciatura to Degree (see annexes) and having checked some research, we found the following information:<br /> After analyzing the answers from the surveys, we observed that the Degree students have more free hours, a more structured timetable, more oral expositions, more works to carry out, and a requirement of having a minimum level of English to receive the Degree’s title. That is to say, Bologna’s plans would have improved Autonomy Students’ Degree. However, we need a cautious study in order to get valid results. <br /> According to Durán M.A., Peralta J.L., Gallego C.& Montalbán F.M. (2006) the fact of studying on smaller classes, having the same amount of work and the continuous assessment of the students, as by computerized media and by partial exams, would produce less stress to students. This is the case of Degree students and therefore we think that the environment in which it moves is more helpful and rewarding than before, with the old study plan. This hypothesis was checked by a research study which took place in the University of Málaga during the course 2005-2006. In this research, levels of stress and burnout were studied with students from Diplomatura de Relaciones Laborales and Diplomatura en Trabajo Social, carried on during the application of a degree’s pilot experience. The perceived level of stress between students was very low in comparison to the old plan. Nevertheless it is necessary to remark that a great part of the student community have reported an increase on their level of anxiety in some of the subjects. Otherwise, it is easier to attribute this anxiety increases to a result of a bad organization on teaching the subject. Another report carried out by Isabel María Martín Monzón from the University of Sevilla (2007) found that the Licenciatura students stress increase in a significant way when the final exams are coming up. This causes them an emotional deterioration, decreasing their satisfaction. Due to results we could expect students from degree to be less stressed than students from Licenciatura.<br /> After asking our surveys how satisfied they were, we could set out that the level of satisfaction has increased with Bologna plan. Students especially like to be on smaller size classes and the more dynamic feedback with the teachers. This hypothesis is also supported by a longitudinal research which was carried out in the University Pompeu Fabra of Barcelona during 2002 and 2006. Although satisfaction was still low, they found an increase on Degree students. This was because of the instauration of seminar classes (more oriented to the learning based on problems resolution). This allows the students to have a perception of their improvement in the subject, the opportunity of participating in an active way during the classes… Therefore, as the researchers postulated, we could interpret this low increase of satisfaction in terms of reluctance to change rather than in terms of other factors (Lloret T., A. Mir, 2006). That way we can expect students from degree to be more satisfied than students from licenciatura.<br /> Because of the increase on student’s satisfaction, autonomy and the decrease of stress we can expect an increase on learning efficiency, leading students to an improvement in most of the subjects. This hypothesis have been supported by some research, like the one carried out in the University of Jaén (Ramírez, E., Ortega A.R.& Martos R. 2007), for example. <br />Nevertheless, as we previously mentioned, we will carry out a cautious study to figure out which is the real relationship between those variables.<br /> Due to the information previously given we set up the following hypothesis: Students from Bologna’s plan will be more autonomous than students from the old plan. Also, students from Bologna’s plan will have a lower level of stress. Those improvements will increase the level of satisfaction on students from Bologna’s plan. This increase on autonomy, satisfaction and the decrease of stress on students from degree will lead them to a more learning efficiency. Therefore, students from the old plan will be less satisfied than students from Bologna’s plan and will have a less learning efficiency than students from Bologna’s plan. They will also be more stressed and will have less autonomy than students from Bologna’s plan.<br />METHOD:<br />INDIVIDUALS:<br /> The individuals who participated in our research were chosen in a random way from the 2nd course of the Degree in Psychology and from the 3rd and 4th course of the Licenciatura in Psychology, both from the University of Seville. Therefore, the ages of the participants were between 19 and 22 years old. The participants answered the survey in a voluntary way. <br />DESIGN:<br /> We have chosen an experimental methodology, using as a tool to obtain data a survey designed by ourselves (see annexes). We have four DVs (Degree of autonomy, level of stress, level of satisfaction and learning efficiency) and two IVs (Bologna study plan or Licenciatura study plan) so our research is factorial and multivariate. <br /> We are studying two different kinds of individuals, Bologna and Licenciatura students, so our design is an inter-individual one. Given the individuals just answered the survey in one occasion, the design is also transversal.<br />STIMULI AND APPARATUS.<br />The participants used their own pens to fill the survey.<br />PROCEDURES:<br /> The surveys were answered by fifty one Licenciatura students and by fifty one Degree students during the third week of December 2010. These classes were chosen in a random way. The individuals were explained with the same words that head the survey what they had to do and the researchers solved the few doubts the participants had. The survey was exactly the same as for Bologna as for Licenciatura students. <br />Encuesta.<br /> Está usted realizando una encuesta para un trabajo de Psicología de las Organizaciones. En este trabajo se está investigando acerca de qué relación hay entre el nuevo plan de estudios de Bolonia y el viejo de la Licenciatura con las siguientes variables: satisfacción, autonomía, eficiencia del aprendizaje y nivel de estrés. Gracias por participar. <br />Edad:<br />Género:<br />¿Cuál es tu nota media en la carrera? (Se ruega nos diga esta nota de 0 a 10 y no de 1 a 4. Si no la sabe, puede darnos una aproximación).<br />¿Te sientes estresado frecuentemente debido a la carga de trabajo de la carrera o a la metodología aplicada en ella, por ejemplo, su forma de evaluación? Si tu respuesta es afirmativa, explicite su nivel de estrés de 0 a 10.<br />Cuantifique su satisfacción con su carrera (no sólo con el contenido de las asignaturas, sino cómo se dan, el acercamiento/lejanía de los profesores a alumnos, los métodos de evaluación, el margen de participación que tienen los alumnos…) de 0 a 10.<br />Cuantifique el grado de autonomía (entendido este como libertad que le da la carrera para organizar su estudio y los trabajos a realizar, así como nivel de conocimientos adquiridos que cree le serán de utilidad en su futuro profesional). <br />Responda aquí:<br />R: 1-<br /> 2-<br /> 3-<br /> 4-<br />RESULTS<br /> In order to prove our hypothesis we proceeded to do a simple linear regression analysis (of each one of the four variables respectively) by using “Dummy-Variables”. <br /> In all of the four cases the qualitative independent variable (X) is the same: Educational University System, which has two different values:<br /> X₁ correspond to the old educational system in Spanish universities, or “Bachelor”. While X₂ correspond to the new system, or “Grade”. Both values are represented in two different groups or samples of students, each one conformed by 50 students who course “Bachelor in Psychology” or “Grade in Psychology”, respectively. <br />In our design we proposed for different null hypothesis corresponding to the four independent variables:<br />H₀There are no statistic differences between both groups in satisfaction level. Here; IV= educational system, and quantitative DV=satisfaction level. <br />H₀There are no statistic differences between both groups in results or marks. Here; IV= educational system, and quantitative DV=marks. <br />H₀There are no statistic differences between both groups level of autonomy. Here; IV= educational system, and quantitative DV=autonomy level <br />H₀There are no statistic differences between both groups in level of stress. Here; IV= educational system, and quantitative DV=level of stress *Note that the level of stress is measured in question 2 of our questioner<br />To prove so, first of all we test statistic assumptions :a) as both samples are formed by 50 students, 50= N, N>30. We assume Normality principle by definition. <br /> b) We test Homoscedasticity (homogeneity of variance): We obtained:<br />Satisfaction (Y₁)Marks (Y₂)Autonomy L. (Y₃)Stress (Y₄)F max1,271,211,291,71F th. 1,871,871,871,87<br />In the four cases the Fmax obtained for the four dependent variables respectively are lower than the theoretical F; we assume that the homogeneity of variance assumption is satisfied in all our variables. <br />We apply the technique “Dummy variables in simple linear regression analysis”<br />Codification dummy – Fictious variable:<br />0 = absence; 1 = presence<br />Example: 1 = Bolonia plan; 0 = Licenciatura plan (absence of being “Bolonia plan”).<br />In all the variables the values for: <br />Α0,05K2n-149<br />H₀There are no statistic differences between both groups in satisfaction level. Here; IV= educational system, and quantitative DV=satisfaction level. <br />S₁S₂<br />1,660587551,47579104desvest6,766,84media 338342∑2,757551022,17795918varianza<br />a)We calculate regression equation:<br />a= Ÿ₀= 6, 76<br />b= Ÿ₁-Ÿ₀= 6,84- 6,76= 0, 08<br />Ŷ= a + b·X = 6, 76- 0, 08<br />b) We calculate goodness of fit: <br />= 0, 00065455<br />c) Model validation:<br /> = 0, 0317 ≈ 0, 032<br />* 0, 032 ≤ 4, 19 Null hypothesis is accepted. The variables are not related. The model is not valid. There are no statistical differences between the educational system and the level of satisfaction. <br />(k = number of independent variables) <br />1,070914470,97227224desvest6,56447,0064media328,22350,32∑1,14685780,94531331varianza<br />H₀There are no statistic differences between both groups in results or marks. Here; IV= educational system, and quantitative DV=marks. <br />M₁M₂<br />a)We calculate regression equation:<br />a= Ÿ₀=6, 5644<br />b= Ÿ₁-Ÿ₀= 0, 442<br />Ŷ= a + b·X = 6,76 – 0, 442 X<br />b) We calculate goodness of fit: <br />= 0, 045<br />c) Model validation:<br /> = 2,2864 ≈ 2, 29<br /> <br />* 2,23 ≤ 4, 19 Null hypothesis is accepted. The variables are not related. The model is not valid. There are no statistical differences between the educational system and the results obtained (marks). <br />(k = number of independent variables) <br />H₀There are no statistic differences between both groups in level of stress. Here; IV= educational system, and quantitative DV=level of stress<br />E₁E₂<br />2,268776531,73266929desvest6,167,27media308363,5∑5,147346943,00214286varianza1,71455763Fmax<br />a)We calculate regression equation:<br />a= Ÿ₀= 6,12 <br />b= Ÿ₁-Ÿ₀= 1,11<br />Ŷ= a + b·X = 6, 12 + 1,11 X<br />b) We calculate goodness of fit: <br />= 0, 126<br />c) Model validation:<br />= 6, 99<br /> <br /> 6, 99 > 4, 19 Null hypothesis is rejected. The variables are related. The model is valid. There are statistical differences between the new educational plan and the old plan and the level of stress in students<br /> As our results show, the level of stress perceived is higher among undergraduate students of the new system, than among undergraduate students of the old one (the one stipulated in the new Bolonia plan). <br />H₀There are no statistic differences between both groups level of autonomy. Here; IV= educational system, and quantitative DV=autonomy level *Note that the level of satisfaction is measured in question 3 in our questioner<br />A₁A₂<br />1,559205711,77281052desvest6,855,6media342,5280∑2,431122453,14285714varianza1,29275971Fmax<br />a)We calculate regression equation:<br />a= Ÿ₀= 6,85<br />b= Ÿ₁-Ÿ₀= -1, 25<br />Ŷ= a + b·X = 6, 85 -1,25 X<br />b) We calculate goodness of fit: <br />= 0, 1215<br />c) Model validation:<br />= 6, 70503 ≈ 6, 71<br /> <br /> 6, 71 > 4, 19 Null hypothesis is rejected. The variables are related. The model is valid. There are statistical differences between the new educational plan and the old plan and the level of autonomy in students<br /> As our results show, the level of autonomy perceived is higher among undergraduate students of the old system, than among undergraduate students of the new one (the one stipulated in the new Bolonia plan). <br />DISCUSSION:<br /> After a detailed statistic analysis of the variables: satisfaction, stress, level of autonomy and academic results, in both: new and old educational university system, we can now answer to our previous questions. <br /> According to previous results we expected that students from Bologna’s plan would be more autonomous than students from the old plan. However, those results are not coherent with results found in the Faculty of Psychology, in the University of Seville. Our results show a different correlation, the level of autonomy perceived is higher among undergraduate students of the old system (Licenciatura), than among undergraduate students of the new one (the one stipulated in the new Bologna plan). We also obtained contradictory results in stress level, respecting to previous research. In this case the statistical differences are higher, and clearly show that students from Bologna’s plan live with more stress than students from “Licenciatura en Psicología”. These results, of course, are not conclusive: we cannot take for granted a relationship of causation between both variables and the type of educational system. But we can affirm that there is at least a correlative relationship which clearly shows no improvement in autonomy and stress perceived levels in the Faculty of Psychology (University of Seville), which coincides with the arrival of the new plan. <br /> Previous researches also suggest an improvement in efficiency and that the satisfaction of students would be higher. But we did not obtained significant statistical differences among both groups in the values of those variables, which corroborate or contradict the data of other studies. <br />REFERENCES: <br />Durán, M. A., Peralta, J. L., Gallego, C. y Montalbán, F. M. (2006). Análisis de una encuesta de evaluación de la Experiencia Piloto de Implantación del Crédito Europeo en las titulaciones de Relaciones Laborales y Trabajo Social. Jornadas de Trabajo sobre Experiencias Piloto de Implantación del Crédito Europeo en las Universidades Andaluzas. Disponible en http://www2.uca.es/orgobierno/rector/jornadas/documentos/012.pdf.<br />Lloret, T., Mir, A. (2007). ¿Qué ha ocurrido en el primer año de<br />implementación del EEES en algunas titulaciones?: Un primer balance en la UPF en<br />términos de rendimiento académico, satisfacción y proceso de enseñanza-aprendizaje.<br />Red U. Revista de Docencia Universitaria, número 1. Disponible en http://www.redu.um.es/Red_U/1/<br />Martín, I.M. (2007). Estrés académico en estudiantes universitarios. Apuntes de Psicología, vol.25, nº 25, pp. 87-99. ISSN 0213-3334. Disponible en: www.cop.es/delegaci/andocci/files/contenidos/VOL25_1_7.pdf.<br />Ramírez, E., Ortega A.R.& Martos R. (2007). Experiencia piloto en Psicología: Evolución del rendimiento académico. Revista Electrónica Iniciación a la Investigación, Universidad de Jaén. Disponible en http://revistaselectronicas.ujaen.es/index.php/ininv/article/viewArticle/223<br />