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1st HEIRRI Conference Teaching Responsible Research and Innovation at University Barcelona, March 2016

Influence of the perceived competences on the satisfaction with an international project of marketing learning in the European Higher Education Area Ana-MarĂ­a Argila-Irurita - aargila@ub.edu Francisco-Javier Arroyo-CaĂąada - fjarroyo@ub.edu


1st HEIRRI Conference Teaching Responsible Research and Innovation at University Barcelona, March 2016

European Higher Education Area - UNESCO & Bologna scenario

• Students must acquire competences. Especially: multidisciplinary, teamwork and multiculturalism.

Incorporate ICTs to the teaching and learning.

The student must be the main player in the learning process.

Also, the university should encourage the international environment.


1st HEIRRI Conference Teaching Responsible Research and Innovation at University Barcelona, March 2016

Methodologies of the Marketing course Traditional methodology “Marketing plan�

Fictitious problem National context No contact with the client Local language Use of ICTs Local teams

IVCF project

Real problem International context Contact with the client English language Intensive use of ICTs International teams


1st HEIRRI Conference Teaching Responsible Research and Innovation at University Barcelona, March 2016

Key point of the success The IVCF project works with real companies of civil society who propose a real case to the students. Vueling Airlines Gran Teatre del Liceu de Barcelona Muziektheater Amsterdam Stedelijk Museum MACBA Brouwerij’t Ij Moritz La Caixa

Parc Zoològic de Barcelona DUWO Eurolines Amsterdam Economic Board Messika Paris 22@ Zuidas


1st HEIRRI Conference Teaching Responsible Research and Innovation at University Barcelona, March 2016

Kick off VIDEOCONFERENCING October 2014

Preliminar presentations AMSTERDAM November 2014

Final presentations BARCELONA December 2014

Working in Teams Supervision and feedbacks by senior consultants October-December 2014


1st HEIRRI Conference Teaching Responsible Research and Innovation at University Barcelona, March 2016


1st HEIRRI Conference Teaching Responsible Research and Innovation at University Barcelona, March 2016

Research methodology To verify that followers of the IVCF methodology were most satisfied and acquired higher levels of competences we made a questionnaire to ask about the competences, satisfaction and other items. ANOVA analysis to test the hypotheses.


1st HEIRRI Conference Teaching Responsible Research and Innovation at University Barcelona, March 2016

Objectives, hypotheses and results

O1:

Verify that followers of IVCF methodology are more satisfied than followers of traditional methodology.

H1

ďƒź TRADITIONAL

The average of satisfaction of IVCF methodology followers

The average of satisfaction of traditional methodology followers


1st HEIRRI Conference Teaching Responsible Research and Innovation at University Barcelona, March 2016

Objectives, hypotheses and results

O2:

Verify that followers of IVCF methodology acquired higher levels of competences than followers of traditional methodology.

H2

ďƒź TRADITIONAL

The average of acquired competences of IVCF methodology followers

The average of acquired competences of traditional methodology followers


1st HEIRRI Conference Teaching Responsible Research and Innovation at University Barcelona, March 2016

Objectives, hypotheses and results

O2:

Obtain empirical evidence of the relationship between the acquisition of competences and the satisfaction with the project IVCF.

H3

The average of acquired competences of highly satisfied students

ďƒź The average of acquired competences of less satisfied students


1st HEIRRI Conference Teaching Responsible Research and Innovation at University Barcelona, March 2016

Conclusions and implications

This research confirm the relationship between the acquired competences and the satisfaction of the marketing students (IVCF).

The project IVCF connect with the UNESCO and Bologna perspectives in the context of high education.

The IVCF project is a teaching methodology to develop the necessary skills for marketing positions in the labor market.

The Universities and the marketing teachers should mind the results to incorporate similar methodologies in the study plans.


1st HEIRRI Conference Teaching Responsible Research and Innovation at University Barcelona, March 2016

Ana-MarĂ­a Argila-Irurita - aargila@ub.edu Francisco-Javier Arroyo-CaĂąada - fjarroyo@ub.edu


1st HEIRRI Conference Teaching Responsible Research and Innovation at University Barcelona, March 2016

ANNEXES


1st HEIRRI Conference Teaching Responsible Research and Innovation at University Barcelona, March 2016

Goodness fit of the competences scales

Competences

Items KMO

Explained Cronbach's Variance Alpha

Capacity for analysis and synthesis

5

0,867

68,263

0,882

Oral and written communication skills

13

0,875

51,222

0,93

Capacity for teamwork

7

0,872

69,419

0,909

Intercultural sensitivity

5

0,769

61,94

0,839

>50%

>0,7

Fit scores:

>0,6


1st HEIRRI Conference Teaching Responsible Research and Innovation at University Barcelona, March 2016

Results

H1

TRADITIONAL

The average of satisfaction of IVCF evaluation followers

The average of satisfaction of traditional evaluation followers

ANOVA Group Satisfaction

Mean

TRADITIONAL 6,500 IVCF 7,700

Significance level: *<0,10

Standard deviation 1,00358 0,72876

sig F Hipothesis 0,051*

H1


1st HEIRRI Conference Teaching Responsible Research and Innovation at University Barcelona, March 2016

Results

H2

ď&#x192;ź TRADITIONAL

The average of acquired competences of IVCF evaluation followers

The average of acquired competences of traditional evaluation followers


1st HEIRRI Conference Teaching Responsible Research and Innovation at University Barcelona, March 2016

H2

Results ANOVA Competences

Group

IVCF TRADITIONAL IVCF Oral and written 2. communication skills TRADITIONAL IVCF Capacity for 3. teamwork TRADITIONAL IVCF 4. Intercultural sensitivity TRADITIONAL 1.

Capacity for analysis and synthesis

Significance levels: *<0,05; ** <0,10

Mean

Standard deviation

5,46 4,94 5,66 5,11 5,79 5,19 5,82 5,15

,80909 ,60850 ,74460 ,53287 ,74321 ,87098 ,72787 ,85165

sig F

Hipothesis

0,073**

H2a

0,038*

H2b

0,030*

H2c

0,014*

H2d

   


1st HEIRRI Conference Teaching Responsible Research and Innovation at University Barcelona, March 2016

Results

The average of acquired competences of highly satisfied students

H3

ď&#x192;ź The average of acquired competences of less satisfied students


1st HEIRRI Conference Teaching Responsible Research and Innovation at University Barcelona, March 2016

H3

Results ANOVA Competences 1.

Capacity for analysis and synthesis

2.

Oral and written communication skills

3. Capacity for teamwork

4. Intercultural sensitivity

Group

Mean

Standard deviation

Less satisfied Highly satisfied Less satisfied Highly satisfied Less satisfied Highly satisfied Less satisfied Highly satisfied

5,0333 5,7211 5,0705 5,9008 5,2381 6,0301 5,1833 5,7105

1,10151 0,63167 0,85309 0,55611 1,06092 0,57543 1,00348 0,72886

Significance levels: *<0,05; **<0,001

sig F

Hipothesis

0,009**

H1

0,000**

H2

0,002**

H5

0,052*

H8

   


1st HEIRRI Conference Teaching Responsible Research and Innovation at University Barcelona, March 2016

Competences

Ability to adapt oneself to the situations and exigencies to develop a professional work effectively (De Miguel, 2005).

Generics Generics

Specifics


1st HEIRRI Conference Teaching Responsible Research and Innovation at University Barcelona, March 2016

Satisfaction Emotional response based on observed differences between expectations and actual experience of customer when testing the product (Vavra, 2003).

Keeping in mind the competitive environment of the universities is vital to know the degree of satisfaction of the students, in the same way as the companies with theirs customers.

Influence of the perceived competences on the satisfaction  

Influence of the perceived competences on the satisfaction with an international project of marketing learning in the European Higher Educat...

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