A STRATEGY TO USE AN EFQM POLICY TO ATTRACT THE STUDENTS' MOTIVATION AS TO EARN THEIR PARTICIPATION ENGAGEMENT

摘要

The training quality of entering university students is in decline. On the other hand, the Bologna Declaration has challenged the improvement of the training, research and management schemes in the European Higher Education Area (EHEA), because the student's training curriculum is considered as a global planning process. Quick changes do occur. The up-to-day training strategies are oldfashioned. The student, not the teacher, is the curriculum aim and the teacher becomes now a guide (in an adviser's sense, even in that of a coach). This paper reports an experience to improve the students' participation and motivation in a statistics course in technical engineering syllabus. The purpose is to motivate students to participate responsibly and actively in the teaching strategy of the course (namely, an ECTS teaching methodology has been taken into account for the last five years) in a critical way, while taking decisions. In addition, we wanted to show that this interest group can also make interesting contributions, based on dialogue and consensus. Thus, after talking with the groupclass, it was decided to make an approach, somewhat different and innovative: to analyze the strengths and weaknesses from the EFQM viewpoint to define a Plan of Strategic Lines between students and teachers, so that 9 groups of 5 students each have been formed. This article shows the discussion that took place, as well as the results of the implementation of this experience: improvement actions, preventive measures and corrective actions, with a semi-quantitative assessment on the importance, urgency, responsibility and priority of each given proposal. Techniques of improvement teams, leadership and consensus have been considered in order to get the most support among students and teachers involved. It consists in: (1) to describe the TLP in terms of processes to be afterwards discussed in each of the groups, (2) to state appropriate questions to deal with the defined processes and the EFQM necessary criteria, (3) to describe the teamwork tasks and activities, (4) to analyze the team responses obtained and (5) to analyze how the students have increase their participation, motivations and responsibility in the syllabus term. Finally, results are discussed and the students' responses and commentaries are considered. However, what really matters in this research is to emphasize the active and significant role that students have shown, since they were proposed to undertake that task. As a consequence, each group has analyzed one of the thematic units of the statistics subject, from a global perspective of the learning-teaching process (LTP). From the total quality EFQM model the various criteria specified in the subject have been revised, from whose valuation each group had agreed its final analysis, always guided by the teacher. The most interesting result has been the approach the student's academic failure has been given, which deserves to be revisited again, because the evaluation will be approached from the competences (not the rules/tasks) perspective.