20 años de Programa Erasmus

El trabajo recopila y analiza los intercambios de estudiantes que la Escuela Politécnica Superior (EPS) ha realizado en el marco del programa Erasmus durante el período comprendido entre los cursos 2000-2001 y 2007-2008. El análisis de dichos intercambios se realiza desde distintas perspectivas: número y reciprocidad de los intercambios, instituciones, países, titulaciones y actividades que realizan en las instituciones de destino. El objetivo del trabajo era evidenciar las instituciones con las cuales se han venido realizando intercambios y más colaboraciones docentes para poder contactar con los responsables de las mismas con el fin de incrementar la cantidad y la calidad de los intercambios y estudiar la posible colaboración en el desarrollo de títulos de grado y de master con doble titulación. Los resultados del estudio ponen de manifiesto que marchan más estudiantes de los que vienen; que los países con los cuales se han realizado más intercambios son Bélgica y Alemania, que la mayoría de los intercambios corresponden a estudiantes de Ingeniería Industrial y que mayoritariamente la actividad que los estudiantes realizan en la institución de destino es la realización del proyecto final de carrera (PFC). Un análisis más profundo de los resultados obtenidos en cuanto países, instituciones y titulaciones con más intercambios tienen su justificación en la política que se llevó a cabo justo al inicio del programa Erasmus cuando la Escuela Politécnica Superior entró a formar parte de dos redes formadas por instituciones de distintos países dentro del Programa de Cooperación Interuniversitaria (PCI) en el marco del Programa Erasmus. Se constata que las instituciones y las titulaciones con más intercambios coinciden en su mayoría con las instituciones integrantes de dichos PCIs y las titulaciones se imparten en dichas instituciones. El hecho que tanto los estudiantes que vienen a la EPS como los que marchan utilicen su estancia para realizar mayoritariamente su proyecto final de carrera obedece al hecho de que la organización de los planes de estudio y la lengua en la que se imparte la docencia no favorece que los estudiantes cursen créditos de asignaturas en instituciones extranjeras. La conclusión final es que si el análisis realizado en este estudio se hubiese llevado a cabo en algún momento de estos casi 20 años de Programa Erasmus, seguramente se habrían propuesto estrategias para aprovechar al máximo la sinergia creada por el Programa Erasmus y nuestra escuela entraría ahora en una mejor posición en el Espacio Europeo de Educación Superior

Use of Tablet Pcs in Higher Education: A new Strategy for Training Engineers in European Bachelors and Masters Programmes

The use of technology in classrooms in Spanish universities has been following an upward path, and in many cases technological devices are substituting other materials that until now have been used, such as books, notebooks and so on. Step by step in higher education, more of these latest generationdevices are being used, and are providing significant improvements in training. Nowadays, there are Spanish universities that use tablets, a device with multiple applications for teaching as well as for students to study differently. They are definitely a notable innovation that will gradually become incorporated into university life. Tablet PCs make teaching more dynamic and available to students through the use of up to date digital materials, something which is key in training engineers. This paper presents their different functions employed in three Spanish universities to support teachingin engineering degrees and masters using the tablet PC, and their impact on the training process. Possible uses in specific programs like the Erasmus Masters Programmes are also assessed. The main objective of using tabletsis to improve the academic performance of students through the use of technology.

Movilidad de estudiantes universitarios : ¿es España atractivo para los estudiantes Erasmus?

Monográfico con el título: 'Universidad, investigación y sociedad: una mirada prospectiva'. Resumen basado en el de la publicación

ECTS o euro dos créditos

A Comunidade Europeia tem vindo a incentivar a cooperação entre instituições de ensino superior como uma forma de melhoramento da qualidade do ensino, com os correspondentes benefícios para os estudantes e para estas instituições. A mobilidade de estudantes é um elemento predominante desta cooperação, a qual, dentro da Europa, é organizada em torno do programa Socrates/Erasmus (European Community Action System for the Mobility of University Students). O sucesso deste programa fez com que o mesmo fosse, a partir do ano académico de 1992/93, alargado á cooperação com qualquer país pertencente à Associação Europeia de Comércio Livre (EFTA).

Immigration and free movement in an unusual electoral race: what implications for the next political cycle? EPC Policy Brief, 20 May 2014

Immigration and freedom of movement of EU citizens are among the main issues debated throughout the European Parliament election campaign and have some potential in determining who tomorrow’s EU leaders will be. This Policy Brief looks at how the two policies are debated at national level – in France, Germany and the UK – and at EU level between the ‘top candidates’ for European Commission Presidency – Jean-Claude Juncker (EPP), Ska Keller (Greens), Martin Schulz (PES) and Guy Verhofstadt (ALDE) – who have participated in several public debates. Two different campaigns have been unfolding in front of EU citizens’ eyes. The tense debate that can be identified at national level on these issues, is not transferred to the EU level, where immigration and free movement are less controversial topics. Furthermore, although participating in European elections, national parties present agendas responding exclusively to the economic and social challenges of their Member State, while the candidates for the Commission Presidency bring forward ‘more European’ programmes. Hence, several aspects need to be reflected upon: What will the consequences of this discontinuity be? How will this impact the future European agenda in terms of immigration and free movement? What institutional consequences will there be? Answering these questions is not a simple task, however, this paper aims to identify the parameters that need to be taken into account and the political landscape which will determine the future EU agenda in terms of immigration and free movement.

Teaching Crossroads: 11th IPB Erasmus Week

In the wake of the latest news regarding IPB’s award for best Polytechnic Institute in Portugal, we would like to congratulate the IPB community who has always striven for the quality of the institution within the national and international academic milieu. We are, undoubtedly, bowled over by the 1st place in the national context (out of the 27 national institutions under evaluation) and the 7th position in the international scope. In fact, it is worth mentioning that the IPB has won this award, three years in a row, being in a leading position in the ranking promoted and sponsored by the European Union. This year’s edition has selected and evaluated over 1300 world higher education institutions. Teaching Crossroads intends thus to give a watershed contribution to the IPB’s successful and most valued pathway. Numbers indicate that Teaching Crossroads has had over 2550 downloads since it first came out. But let’s cut to the chase. Once again, we are delighted to present the 5th number of Teaching Crossroads. This wholly calculated and well-sustained editorial adventure started in 2012 when the first number of Teaching Crossroads first saw the light. This year’s publication includes the areas of Human Geography/anthropology, Information Technology and Forensics and Language and culture, focusing on minority languages. Alongside this, as in the two last previous numbers, we’ve included the specific area for International mobility, Intensive Programmes and Erasmus+ Mobility of Individuals, being the latter financed by the European Union within the Erasmus+ Programme, whereas the former is sponsored uniquely by the foreign partner institution, in this case, Lillebaelt Academy in Denmark. These types of programmes convey very positive and overarching ideas, resonant in cross-cultural and educational benefits, valuable for all the involved partners. We would very kindheartedly like to thank the authors for having contributed with much enlightening and serious articles on a wide array of areas. Pablo M. Orduna Pórtus’s article focuses on border culture and heritage management. The author’s study is placed on two borderlands of the Iberian Peninsula: Roncal Valley (Navarre) and Riverbanks of Douro. Going beyond the linear or physical conception of the border, the author centres his study on the metaphysical and symbolic ideas of the frontier that sustain his anthropological analysis. Michal Popdora manages to find evidence for his proposal of a new conception of teaching Image Processing, based on the student-centered approach. A hands-on experience on a Project-based Learning methodology sustains the teaching project. Grounded on “a forensic-flavored style”, using the author’s own words, he shows how students can become engaged in a highly effective learning process. Cláudia Martins is already a confirmed habitué of this publication, as in every Erasmus Week she delivers a lecture on Portuguese language and culture to visiting teaching and non-teaching staff. This time, the author decided to delve into a Portugal’s official language, Mirandese, spoken in a small designated area in the northeastern part of Portugal, Miranda do Douro and its surrounding area. The author gives account of some thought-provoking facts about the language, from the origin and the survival of the language, however still a minority language, up to the moment when it was acknowledged Portugal’s second official language, together with the challenges that nowadays faces. Luís Frölen Ribeiro, João Eduardo Ribeiro, Carlos Casimiro Costa, António Duarte, Carlos Andrade from the Polytechnic Institute and Arne Svinth, John Madsen, Morten Thomsen, Kent Smidstrup, Carsten John Jacobsen from the Lillebaelt Academy, in Denmark, participate in a joint project which they describe, outlining the main goals and gains of the project. To overcome teaching difficulties regarding the engineering degrees, a 12-ECTS joint course from Lillebaelt Academy and Polytechnic Institute of Bragança was created based on the Danish model. The course Product Development and Industrial Processing was hence created. Rui Pedro Lopes presents an insightful and acute account of the Internationalization programmes in Higher Education in Europe. At one go, the author describes his own experience as a visiting lecturer, within the Erasmus+ programme, to Università Politecnica delle Marche in Ancona, Italy, in a Master’s degree in computer science, bringing to light a personal reflection on the goals and benefits of the mobility for both students and teachers. Finally, the author puts forth some suggestions that would improve the whole mobility process. We sincerely hope to have stimulated you to keep on reading, upholding the belief that these texts can represent valuable sources for both teachers and students in their research work.

Implementation of a quality system in joint master programmes

Joint master programmes are systems which by default demand a proper quality system in order to sustain and improve. Objective of this thesis is analysing and proposing solutions to difficulties associated with the implementation of a quality management system to joint master programmes, with the focus on international joint master programmes. The application of the analysis to the Erasmus Mundus joint master programme European Master in Quality in Analytical Laboratories (EMQAL) is discussed. QA systems implementation in HEIs in Europe is an ongoing process, and implementation of such systems in JPs is one step further to enhancing quality in higher education in Europe. The issue closely discussed in this thesis is: should QMS be developed independently from the institutions, or should the institutions, when developing their quality management systems, take into account the (future) development of joint courses and prepare their quality procedures accordingly? A quality management system is normally developed for one organization, and different aspects of cooperation are considered within. A joint master programme is a result of successful cooperation of two or more organizations; therefore a development of its quality management system must be approached in a different manner. This thesis proposes a QMS with emphasis both on the HEI and the consortium. Different processes in the QMS can be managed independently at the level of the HEI or at the level of the consortium. Most processes in joint master programmes should be designed in programmes’ and institutions’ QMSs. Quality of a joint master programme cannot be analyzed separately from the higher education institutions which are organizing it. Comparative analysis of organization of one Erasmus Mundus Master programme to the solutions proposed in discussion showed that from all of the aspects considered, processes in EMQAL are organized in harmony with the proposed delegation of processes of the QMS for a joint master programme. The solutions proposed in the discussion are based on theoretical application of the quality principles and concepts. Comparison to the quality processes and procedures in an existing EM programme showed that analysis is applicable in practice.

Comparing european and asian studies : towards the renewal of curriculum programmes. 'Comparación de estudios europeos y asiáticos : hacia la renovación de los programas de estudio'.

Publicación financiada por el Programa Asia-Link de la Comisión Europea. - Notas a pie de página.