Search

In a review of the university tutoring, we find it reappears in Higher Education, with the new European guidelines, as an element of quality and innovation that facilitates the process of accompaniment required to contribute to the integral formation of students, favoring the new educational approach centered on the students and their learning. This paper focuses on the perceptions, beliefs and relationships that students and tutors of different Degree studies belong to a University Tutoring Special Plan have on it in the first year of admission. The analysis and discussion of basic aspects of tuto ring allows its protagonists, students and tutors, raise a feedback and suggestions for optimal development. This paper concludes with the need to consider tutoring as a process characterized as systematic, planned, integrated, intentional, ongoing, dynamic and, above all, recognized, responding to a right of the EHEA and a quality factor of the same. Given this fact, tutoring can't be left in the hands of willful people, but it should be seen as an institutional matter. This requires the creation of an organizational structure to ensure its performance and the appropriate response to specific demands. Therefore, it is to provide content tutoring, to give it meaning, coherence and continuity. [ABSTRACT FROM AUTHOR]

This paper focuses on the perceptions of students from different subject areas as regards student assessment procedures in the University of Santiago de Compostela. We believe that an awareness of how the perceptions of these different groups coincide, can offer insights into the cultural manifestations present in student assessment, as well as providing valuable information on the strengths and weaknesses to consider in any attempt at improving the quality of university education. [ABSTRACT FROM AUTHOR]