Resumen: [EN] The present paper analyzes the implications of the Bologna Process
concerning two specific issues: the perception of teachers about their new
role and its consequences, and to what extent the adaptation to Bologna has
brought about major or minor changes in the teaching methodology. In
addition, we examine whether differences of opinion arise depending on the
distinct personal and professional characteristics of each teacher. The
conclusions of the paper note the benefits and drawbacks encountered that
can help in setting out future goals.
The results reveal that most of the methodological changes undergone by the
teachers stem more from the new profile of their students than from
mandatory regulations. There is a unanimous opinion that the time and effort
dedicated to teaching is now notably greater and that it is necessary to
develop a rigorous system of teaching evaluation. In addition, we observe
two clear aspects: on the one hand, staff with longer experience has carried
out more changes and uses new technologies to a greater extent and, on the
other hand, the use and promotion of English in class is still a crucial issue.
This paper focuses on Economics and Business teachers, but most results
apply to other degrees.
