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Quality of a master’s degree in education in Ecuador

Author

Listed:
  • Alba Ambrós-Pallarés

    (University of Barcelona)

  • Marta Sabariego Puig

    (University of Barcelona)

  • Concepción Fuentes Moreno

    (University of Barcelona)

Abstract

This study assesses the quality of a Master’s Degree in education in Ecuador, a program delivered jointly by three institutions (the Ecuadorian Ministry of Education, the National Education University of Ecuador and the University of Barcelona) from 2017 to 2019. The study adopts a multi-dimensional definition of quality that encompasses organization, teaching and trainees’ satisfaction with the value of the course for their professional development. A survey was conducted among 308 trainee teachers using an online questionnaire featuring both open and closed questions. The descriptive analysis of the variables was performed with SPSS and the qualitative information was analyzed using Nvivo12. The findings showed evidence of quality in organization, administration and teaching, in addition to trainee satisfaction with the personal and professional benefits of the course. The study concludes with recommendations for adapting the pedagogical and didactic contents of the master’s degree to the Ecuadorian context and modifying the organization of the face-to-face phase. Evidence is also offered of the value of blended learning and suggestions are made for ongoing institutional self-evaluation to ensure continued improvements and internal regulation in Ecuadorian higher education, and to further develop the government’s Good Living program.

Suggested Citation

  • Alba Ambrós-Pallarés & Marta Sabariego Puig & Concepción Fuentes Moreno, 2023. "Quality of a master’s degree in education in Ecuador," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-11, December.
    • Handle: RePEc:pal:palcom:v:10:y:2023:i:1:d:10.1057_s41599-023-01503-6
    DOI: 10.1057/s41599-023-01503-6
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    References listed on IDEAS

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    1. Amr Adel & Joshua Dayan, 2021. "Towards an intelligent blended system of learning activities model for New Zealand institutions: an investigative approach," Palgrave Communications, Palgrave Macmillan, vol. 8(1), pages 1-14, December.
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    Cited by:

    1. Marta Guijarro-Garvi & Belén Miranda-Escolar & Yira Tatiana Cedeño-Menéndez & Pedro Benito Moyano-Pesquera, 2024. "Does geographical location impact educational disparities among Ecuadorians? A novel two-stage inequality decomposition method," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-17, December.

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