A quarterly publication of AQU Catalunya

90

July 2018

AQU Catalunya has begun a series of cross-sectional studies to analyse the status of recognised degree programmes and provide valuable information on higher education and the university system in Catalonia. This is in addition to the findings of the quality assurance procedures that all recognised programmes undergo.

These comparative reports group programmes on an ad hoc basis. First-degree programmes in Engineering in industrial sectors and logistics and first-degree programmes in Nursing have so far been analysed. Although the purpose of these two studies has been to establish a series of conclusions regarding the main strengths and weaknesses of the programmes reviewed and propose enhancement actions aimed mainly at the education and university authorities in Catalonia, the criteria were slightly different for each one.

Engineering in industrial sectors and logistics [Spanish]

For the report on Engineering Sciences, information for the analysis was used from different sources, including the outcomes of review for programme accreditation, indicators of the system and the findings of the surveys of graduate employment outcomes and the Employers project (perspectives of employers regarding the skills and education level of recent graduates) carried out by AQU Catalunya. The report is based on the analysis of 12 first-degree programmes, 7 universities and 13 faculties.

Main conclusions

Available places filled 

• The fill rate for available places at programme level was highly variable. In general, however, it was very good for first degrees offered at few institutions.
• The percentage of applicants allocated to their first preference for programmes delivered in the city of Barcelona, at around 50%, was higher than in any other place in Catalonia.

Teaching staff and laboratories 

• There is evidence of the overloading of teaching staff assignment, which makes both teaching more difficult and the participation of teaching staff in research groups and projects. In spite of this, however, the perception of students as regards the competence of teaching staff was good.
• In the case of several programmes there was a low number of industrial engineers among the teaching staff and in certain cases, there was clearly an insufficient number of engineers from the specific field of Engineering covered by the degree programme.
• Important shortcomings were also identified in teaching laboratories, including the need to update and/or upgrade equipment and to cover aspects not included in practical work due to the lack of suitable material. 

Student support 

• Tutorial action plans and professional careers guidance were given a low rating by students in general. The way in which these activities are undertaken needs to be re-examined. 

Outcomes 

• There are still no significant data available on graduation and drop-out rates.
• As regards academic performance, three out of four programmes had a course pass rate of over 70%.
• Available data on the first-year drop out rate were very variable according to programme, ranging from 8% in Aerospace Engineering to 40% in Chemical Engineering.
• Graduate employment outcomes were good in Production Engineering and slightly higher than other Engineering Sciences and programmes as a whole in the university system in Catalonia.
• Graduates were satisfied with their studies and their impact on a personal level. A certain level of dissatisfaction was identified as regards teaching methodologies and the systems used for assessment. Graduates considered their studies as having been too theoretical and that they needed to improve their skills in a third language, leadership and decision-making. 

Internal quality assurance systems (IQAs)

At the time of the site visit, IQAs were an outstanding issue. The quality culture is still not firmly consolidated among the different groups.

More work needs to be done on the actual effective implementation of IQAs; the systematic gathering and analysis of data; evidence-based proposals for enhancement plans; and the monitoring of IQAs implementation.

First degree (Bachelor's) in Nursing [Spanish]
	For the report on Nursing, the analysis included the challenges for the future and conclusions pinpointed in the workshop on Ways to improve the training of nurses held at the Autonomous University of Barcelona on 15 February 2017. The report is based on the analysis of 6 first-degree programmes, 6 universities and 11 faculties

Proposal of areas for improvement aimed at both the University System in Catalonia and the Government of Catalonia's Department of Health:

Curriculum development 

• The comprehensive acquisition of skills instead of course-based skills acquisition.
• Blend the 30 ECTS of basic subjects together with other programmes in the same field.
• Adjust the content between autonomous learning and class-based work.
• Include all aspects of the EU directive in the curriculum, not just the number of clinical hours.
• Adjust the student/teacher ratio according to the teaching methodology required for the subject matter.
• Establish the profile for the position of internship supervisor, including the definition and funding.
• Establish areas for clinical simulation in non-instruction health care facilities.
• Profile the position of nursing clinical instructor.
• Enter into specific cooperation agreements.

Cooperation between universities and health care facilitie

With regard to cooperation agreements, include: 

• Places linked to the university.
• Resources and places available at each health care facility, with ratios maintained according to the service.
• Resources provided by each party. 

With regard to teaching activities at health care facilities and resources: 

• Provide more economic resources for teacher training for health care nursing staff.
• Set up a listing of teachers.
• Design rotation periods lasting an uninterrupted minimum duration of one month.
• Increase coordination between instructor clinics and tutors at HEIs/universities.
• Increase feedback from internships to clinical teaching staff.
• Increase interaction between facilities offering internships and HEIs/universities.
• Define and recognise both education and health care assistance in internship tutoring. 

Accreditation of health care instruction units for first degree/bachelor's-level training 

• Commitment to quality assurance by both the health and education authorities.
• Quality-based accreditation criteria that focus on the acquisition of skills as laid down in the CIN Order and the EU directive for studies in Nursing:

• Number of accredited tutors proportional to the number of students they receive.
• Necessary structure and resources for skills acquisition.
• Accessibility of resources and support for research and access to scientific production.
• Nursing tutors with recognised scientific activity.
• Written rules on internal organisation.
• Human resources that match established nurse-patient ratios.
• Quality is assessed on the basis of quality indicators proposed by the Department of Health in accordance with the Quality indicators for nursing care document produced by the Catalan Council for Professional Nursing's Quality Indicators Committee, published in January 2014.