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Ci cums ances and Condi ions in he Acc edi a ion
P ocess o Uni e si y Deg ees a he Albace e School o
Indus ial Enginee ing (Spain)
V. Miguel-Eguía, M. Ga cía-Te uel, J. A. Ma ínez-Ma ínez, F. Ga cía-Se illa
Escuela de Ingenie os Indus iales. Uni e sidad de Cas illa-La Mancha, A enida de
España s/n, Campus Uni e si a io, 02006 Albace e, Spain
* Co esponding au ho : Email: ale[email p o ec ed]s; Phone: + 34 967599200
Recei ed: 2016-05-12; Accep ed: 2016-08-11
Abs ac
This wo k conside s some o he main aspec s in ol ed du ing he pe iod ha
elapsed be ween he alida ion o ou deg ees o he p esen ime, which he
School o Indus ial Enginee s o Albace e a e cu en ly unde -going. One o
he mos dis u bing ac o s has been eaching s a , who ha e been subjec ed o
Spain’s economic ci cums ances. O he conside a ions, ela ed o some
di icul ies o he e-acc edi a ion p ocess, ha e also been aken in o accoun .
Finally, we poin ou ha al hough new lea ning me hodologies we e expec ed,
he scope and he way Quali y sys ems ope a e ha e a i ed somewha la e.
Keywo ds
Acc edi a ion, Quali y Gua an ee, Quali y Sys ems
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1. In oduc ion
As we all know, he c ea ion o he Eu opean Highe Educa ion A ea (EHEA) has mean a
comple e ans o ma ion in Eu opean con e gence in his a ea, and has led o ecen di-
e se bibliog aphy ha has analysed hese aspec s, basically in ela ion o he ole o
Eu opean in e ac ion in he con e gence p ocess o de e mine he impo ance o mobili y
p og ammes and he ole o esea ch in he Eu opean con e gence p ocess (Teichle , 2006).
Ano he ou s anding aspec abou which mo e o ums and bibliog aphy ha e been
gene a ed in ecen yea s has been he ole o new eaching me hodologies in he p ocess.
Fo ins ance, he e e ence wo k (Beni o & C uz, 2006) can be consul ed in many ci a ions
on Schola Google. The e alua ion sys em, which has been con empla ed in pa icula , has
also gi en way o a la ge body o li e a u e on con inuous e alua ion p ocesses and
e alua ion by compe ences. These las wo ci cums ances e en call in o ques ion he
concep o eleasing P o esso ship, which has been o e es ima ed in he pas (Vidal, 2012).
A e ha ing necessa ily e e ed o he indica ed aspec s, de e mining he impo ance o a
sys em which gua an ees deg ees is essen ial, his being he backbone o Eu opean
con e gence ha o ms pa o mu ually ecognising he compe ences ha s uden s acqui e,
as se ou by he p ess elease made by Eu opean Minis e s abou he ag eemen s eached
du ing he Be gen Con e ence held in May 2005 (Be gen, 2005). The ex below s ands
ou :
“We adop s anda ds and guidelines o ensu e a quali y EHEA, as p oposed by ENQA. We
a e commi ed o in oduce he p oposed pee s e alua ion model o na ional quali y
agencies by espec ing commonly accep ed c i e ia and pa e ns. We ake he p inciple o
a Eu opean quali y agencies egis e based on na ional e iews. We eques i s p ac ical
applica ion o be unde aken by ENQA in coope a ion wi h EUA, EURASHE and ESIB,
which will send a epo h ough he ollow-up G oup. We emphasise he impo ance o
coope a ion among na ionally ecognised agencies in o de o enhance mu ual ecogni ion
om decisions made abou quali y acc edi a ion o gua an ee.”
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The abo e pa ag aph indica es no only he exis ence o a p ocess o se up na ional and
sup ana ional quali y gua an ee agencies, bu also he need o coo dina ing sha ed c i e ia
and o a Eu opean quali y agencies egis e . The impo ance o coope a ion be ween
na ionally ecognised agencies complemen s his egis e , and is a main objec i e in
Eu ope, and also in Spain be ween ANECA ( he Spanish Quali y and Acc edi a ion
E alua ion Agency) and Spanish au onomous agencies. To u he complemen his
egis e , coope a ion among na ionally ecognised agencies is ele an o enhance mu ual
ecogni ion om decisions made abou quali y acc edi a ion and gua an ee. These na ional
agencies no only e alua e by examining he peculia i ies o each sys em, bu also wo k as
a ne wo k and es ablish mu ual ecogni ion p ocesses. This objec i e has been se in
Eu ope, and also in Spain be ween ANECA and he Spanish au onomous agencies
(Ma cellán, 2005). An in e es ing desc ip ion o he Eu opean acc edi a ion sys em be o e
he 2005 Be gen Con e ence is ound in he wo k by Micha ila and Zamo ano (Micha ila
& Zamo ano, 2007).
Ce ainly du ing he e i ying p ocess o bachelo memo ies impa ed in he Indus ial
Enginee s School o Albace e, we all conside ed he impo ance o he e-acc edi a ion o
deg ees a e he 4-yea pe iod, al hough o he ac o s also came in o play, which p obably
did no allow us o pay all ou a en ion o his p ocess; among hem, we lis he ole o he
new e alua ion me hodologies and sys ems. Ha ing e i ied hese speci ica ions, he
cen e’s in e nal quali y sys em was g adually shaped by naming cou se and deg ee
coo dina o s, and by se ing up an In e nal Quali y Gua an ee Commi ee, which is
beginning o ope a e wi h he p epa a ion o he i s deg ees ollow-up epo . Some
au ho s s ess he ac ha his aspec has been inco po a ed la e in Spain han in o he
Eu opean coun ies (Galán-Paloma es, 2008). Royal Dec ee 1393/2007, o 29 Oc obe , se s
ou he legal amewo k o o ganise o icial uni e si y eaching by de ining he p ocess o
ollow up deg ees and by alloca ing ANECA and he Spanish au onomous e alua ion
agencies hei espec i e compe ences (RD 1393/2007). To comply wi h his Royal Dec ee,
in 2009 (ANECA, 2010) ANECA de ined he e e ence amewo k o ollow up he
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bachelo and mas e deg ees included in he Regis e o Uni e si ies, Cen es and Deg ees
(RUCT). This i did by collabo a ing wi h he agencies ha o m pa o he Spanish
Uni e si y Quali y Agencies Ne wo k (REACU), and i did so by aking he basic c i e ia
as a basis o ollow up he o icial deg ees de ined by hese e alua ion agencies. In 2010,
ANECA (ANECA, 2011) o e ed he possibili y o pa icipa ing in a pilo scheme o ollow
up he unde g adua e and mas e deg ees al eady implemen ed in he Spanish Au onomous
Communi ies ha did no ha e an e alua ion agency (As u ias, Can ab ia, Cas illa-La
Mancha, Ex emadu a, La Rioja, Na a e and Mu cia), and o uni e si ies ha answe ed o
he Spanish Minis y o Educa ion and conco da uni e si ies. This p ocess con inued un il
he so-called MONITOR p og amme came in o being in 2011, in which ANECA an he
a o emen ioned pilo scheme by aking 59 bachelo and 34 mas e deg ees as a e e ence,
o which espec i ely 7 and 6 co esponded o he a ea o Enginee ing and A chi ec u e
(ANECA, 2012).
I can hus be concluded ha lea ning me hodologies and e alua ion by compe ences we e
deal wi h by pilo schemes well be o e pos -Bologne plans we e implemen ed in o he
School o Indus ial Enginee s o Albace e, while awa eness and he de ini ion o quali y
sys ems came la e . In he School o Indus ial Enginee s o Albace e, e i ica ion epo s
we e p epa ed and p esen ed o ANECA be o e a MONITOR p og amme ou line was
clea ly de ined by he agency. Ve y li le was known abou he dimensions and he way o
p epa e he e-acc edi a ion sel - epo s we we e ecen ly in ol ed in, no abou he p ocess
which we shall ha e o unde ake in he nea u u e.
While he w i en epo s we e being p epa ed, nobody was able o o esee he as e ec
ha he economic c isis we a e s ill going h ough would ha e, which has g ea ly
condi ioned he de elopmen expec ed o ake place in he yea s ollowing he deg ees
e i ica ion p ocess.
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This wo k p esen s wha he eache s belonging o he School o Indus ial Enginee s o
Albace e ha e p og essed, as a as academic aspec s a e conce ned, he way he economy
has e ol ed, indica o s, and aspec s ela ed o he di icul y o managing he e-
acc edi a ion p ocess owing o some changes in c i e ia made by ANECA du ing he pe iod
in ol ed.
2. Socio-economic ac o s o conside a he School o Indus ial Enginee s o Albace e
When he e i ica ion epo s we e being p epa ed, he socio-economic si ua ion o Spain,
and o he Spanish Au onomous Communi y o Cas illa-La Mancha, allowed some mo e
o less op imis ic ex apola ions o be made in no only s a ma e s, bu also in ela ion o
gene al labo a o y and eaching means. As we all know, his si ua ion was comp omised
e y sho ly a e wa ds by he se e e economic c isis o Spain, which is s ill ongoing. The
impossible si ua ion o o ganising pe manen job pos s and he applica ion o a 10% e-
placemen a e ha e gene ally b ough he de elopmen o Spanish uni e si ies o a s and-
s ill, which is pa icula ly ma ked in ou uni e si y, he UCLM. The Law passed in 2011
on implemen ing a eplacemen a e below 10% has been he s ic es o Spain’s ecen
his o y (see Table 1) (Mon esinos e al., 2014).
O he ac o s ha ha e a ec ed ou School o Indus ial Enginee ing a e conside ed and
lis ed below.
- Al hough Technical Indus ial Enginee ing s udies ha e been augh since 1978 a wha
was hen he Poly echnic Uni e si y School o Albace e, in Ap il 2008 he School o
Indus ial Enginee s was c ea ed o accommoda e s udies ela ed o he indus ial ield. A
ha ime, such s udies, plus compu e enginee ing s udies, we e augh in he same cen e.
This had i s peculia i y because i a ec ed he way he pe sonnel o each cen e we e
assigned. Basically a di ision ook place by implemen ing an in e nal eaching load
o ganisa ion plan o bo h ypes o school, which conside ed he eali y o ha ime. The
change o syllabi in he al eady exis ing Highe School o Compu e S udies and he School

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o Indus ial Enginee ing e ol ed di e en ly compa ed o hei ini ial s a ing poin s. This
led o ce ain asymme ies in he pe sonnel o each school. Du ing he pe iod when pos -
Bologne deg ees we e augh , some membe s o s a we e e-assigned. Howe e , he
au ho s belie e ha his si ua ion was s ongly condi ioned by he di ision in o ce ain
subjec s ha ook place.
Table 1. Main measu es ha ha e a ec ed jobs in Public Adminis a ions (PA) since 1993 (Mon esinos e
al. 2014)
Yea
Sou ce
Desc ip ion
No. o new pos s in Public Adminis a ion
1993-1994
GPE (Gene al
Plan o
Employmen )
Exclusi ely limi ed o hose conside ed essencial
1995-1996
GPE
Below he s a membe s eplacemen a e
1997
GPE
Below he 25% s a membe s eplacemen a e
1998-1999
GPE
2000-2001
GPE
2002
GPE
2003
GPE
Below he s a membe s eplacemen a e
2004
GPE
2005-2006
GPE
2007
GPE
2008
GPE
2009
GPE
Below he 30% s a membe s eplacemen a e
2010
GPE
Below he 15% s a membe s eplacemen a e
2011
GPE
Below he 10% s a membe s eplacemen a e
2012
“Real Dec e o
Ley” 20/2011
and GPE
No new s a membe s a e admi ed
2013
GPE
2014
GPE
New pa - ime s a membe s and in e im ci il se an job pos s
1998-2002
GPE
No pa - ime pe sonnel can be con ac ed, no can
in e im ci il se an s be assigned, sa e in
excep ional, u gen and necessa y cases
2003
GPE
2004
GPE
2005-2011
GPE
2012-2014
GPE
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- In ou School, h ee p e-Bologne echnical indus ial enginee ing bachelo deg ees o
h ee yea -du a ion we e augh , which we e ans o med in o hei espec i e pos -Bologne
ou yea -deg ees. A e wa ds, he Mas e Deg ee o Uni e si y Indus ial Enginee ing
came in o being. Bo h si ua ions implied g ow h, which was ini ially compensa ed o he
bachelo deg ees, and also by e-adap ing eache s o co e he Mas e Deg ee.
- Wi h his new s uc u e, and a e c ea ing oday’s Cen e, s udies conside ably inc eased
as he numbe o s uden s wen om 680 o 1,050, mainly because he bache lo deg ees
las ed longe .
- The eache p o iles o ou School du ing he p e-Bologne p ocess esul ed om he
de elopmen o bo h hese s udies and he Cen es whe e hey we e augh . The mos
impo an miles ones we e no only he way he syllabi e ol ed, bu also he inco po a ion-
elimina ion o new s udies om his b anch, o o he s, in he Cen e. The mos ou s anding
consequence was ha ce ain knowledge a eas we e lacking: Manu ac u ing P ocesses
Enginee ing, Fluids Mechanics and P ojec s Enginee ing. The usual eaching o hese a eas
was augh om o he a eas. Some knowledge a eas we e poo ly jus i ied, such as Signal
Theo y, and we e ma ginalised as a as numbe o s a membe s we e conce ned, o which
he e was only one o he abo e a ea. Ano he poin we s ess was he inco po a ion o he
Chemical Enginee ing a ea, which did no appea wi hin he p e-Bologne amewo k.
Finally du ing he indica ed pe iod, nine ull- ime eache s e i ed.
3. P og ess o he eache s who augh deg ees o e he 4-yea pe iod co e ing
2010/2011-2013/2014
Table 2 p o ides he igu es which indica e he p og ess made by he eache s o each
bachelo deg ee du ing he pe iod hese deg ees we e acc edi ed. As we can see, he numbe
o eache s was cu by abou 12%. The g ea es loss a ec ed pa - ime lec u e s, which he
UCLM igh ened by means o budge a y cu s due o he economic c isis. This loss has been
pa ly compensa ed by eo ganising membe s o s a and by inc easing he eaching
Mul idisciplina y Jou nal o Educa ion, h p://dx.doi.o g/10.4995/muse.2016.4547
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wo kload o some pa - ime lec u e s who cu en ly emain. E en hough he analysis has
been done by aking he academic yea when he w i en epo s we e o wa ded o ANECA
and academic yea 2013/14 as e e ences, i we bea in mind he o ecas s made o
academic yea 2015/16, he si ua ion will imp o e compa ed o ha indica ed.
As we can see in Table 2, pe manen s a membe s exceed 80%, which is an adequa e
pe cen age acco ding o an objec i e c i e ion, especially when we conside he numbe o
e i emen s ha ha e aken du ing he s udy pe iod and he di icul y in eplacing hem.
Table 2. P og ess made by he Cen e’s eache s pe ca ego y and deg ee
Mechanical
Enginee . Bachelo
Elec ic Enginee ing.
Bachelo
Elec onic & Au oma .
Enginee ing Bachelo
Ca ego y
Academ
yea
2010/11
Academ.
yea
2013/14
Academ.
yea
2010/11
Academ
. yea
2013/14
Academ.
yea
2010/11
Academ.
yea
2013/14
Full P o esso
1
5
1
4
2
5
Uni e si y Lec u e
13
15
12
13
11
13
Bachelo Lec u e
25
18
30
18
27
20
Con ac ed PhD
Lec u e
4
4
3
4
4
5
Assis an PhD
Lec u e
2
2
1
3
4
2
Assis an Lec u e
0
0
1
0
0
0
Pa ial- ime lec u e
17
11
15
14
15
9
To al
62
55
63
56
63
54
3.1 Teache s a us
Du ing he yea s ha he e-acc edi a ion pe iod co e ed, he numbe o 6-yea pe iods
inc eased conside ably in he Cen e compa ed wi h he numbe du ing he p e-Bologne
pe iod; an inc ease o mo e han 10% has been eco ded.
Ano he aspec ela ed wi h enu ed lec u e s is ha qui e a high pe cen age o eache s a e
acc edi ed as Assis an PhD Lec u e s and Con ac ed PhD Lec u e s, which implies he
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possibili y o eplacing pe manen s a membe s in he nea u u e, especially when he
Spanish Minis y o Educa ion, Cul u e and Spo s has announced an inc ease o 50% in
he eplacemen a e.
4. Economic igu es ela ed o managing eaching means
The budge ha he a ious UCLM cen es (a ound 40 in all) ecei e come mainly om
he wo di e en UCLM unds:
- Funds ha co espond o he Cen e’s usual ope a ing cos s (Gene al Budge –GB–).
These unds a e es ima ed basically acco ding o numbe o s uden s and o he ma k ela ed
o he s udies expe imen alism. I is wo h indica ing ha o all he Cen es ha comp ise
he UCLM, ou School al e na es be ween being in i s and second place as a as he
amoun ecei ed is conce ned (i compe es wi h he F amewo k Cen e o he School o
Law and Social Sciences in he ci y o Ciudad Real, wi h o e 2,000 s uden s). E iden ly
we a e i s on he lis o Technical/Scien i ic Cen es.
- Va iable unds, depending on he objec i es me , which o m pa o a P og amme Con-
ac (PC) ag eed on wi h he Regional Go e nmen o Cas illa-La Mancha. In his case,
he pa ame e s used o decide on hese unds ollow coe icien s, which a e conside ably
mo e he e ogeneous, and e en he quan i ies alloca ed o each Cen e depend on o he
quali a i e conside a ions (no quan i a i e ones as in he case o gene al unds). In any
case, ou Cen e occupies he i s i e o eigh posi ions o he o al numbe .
Since academic yea 2010-2011, in which pos -Bologne bachelo deg ees began ( his was
done h ough imme sion in ou Cen e; ha is, all yea s a he same ime), he changes
made o he unds ecei ed by he Indus ial Enginee s School o Albace e (EIIAB) a e
illus a ed in Figu e 1 (quan i ies a e p o ided in calenda yea s, and no in academic yea s).
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Ma cellán, F. C i e ios de ga an ía de calidad en educación supe io : p axis eu opea.
Educa ió (2005) 23 pp. 15-32.
Micha ila, F., Zamo ano, S. (2007). La ac edi ación en el Espacio Eu opeo de Educación
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Mon esinos, A. Pé ez, J.J., Ramos, R. (2014). El empleo de las adminis aciones públicas
en españa: ca ac e ización y e olución du an e la c isis, Documen os Ocasionales nº 1402,
Mad id, Banco de España.
Real Dec e o 1393/2007 de 29 de oc ub e.
h p://www.boe.es/boe/dias/2007/10/30/pd s/A44037-44048.pd
Teichle , U. El Espacio Eu opeo de Educación Supe io . Visiones y ealidades de un
p oceso deseable de con e gencia. Re is a Española de Educación Compa ada, 12 (2006),
pp. 37-79.
Vidal, C. El espacio eu opeo de educación supe io y su implan ación en las uni e sidades
españolas. Re is a ca alana de d e públic, núm. 44, 2012, p. 253-283.