UNIVERSITIES AS ENGINES OF EXCELLENCE AND EDUCATIONAL INNOVATION
DOI:
https://doi.org/10.15687/rec.v17i1.69931Keywords:
Educational Innovation, University Teaching, Teaching Innovation Groups, Innovation Projects, University of MurciaAbstract
This study analyses two institutional actions of educational innovation developed by the University of Murcia in response to the changes generated by the creation of the European Higher Education Area (EHEA). Specifically, different variables that gravitate around educational innovation projects and teaching innovation groups are analysed, such as: the departments and faculties, teaching and research staff and collaborators involved, among others. For this purpose, using a quantitative methodology, an inductive study was carried out on the basis of the institutional information collected. As main results of the study, it should be noted that a total of almost 400 innovation projects have been examined, while a total of 1325 university teachers (including collaborators from other institutions) have been counted. As a whole, and as can be seen after reading this work, the effort made by lecturers at the University of Murcia — and of this institution— in the constant search for improvement and innovation in their teaching performance is undeniable.
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