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The process of building the European Higher Education Area (EHEA) has not been without controversy and different levels of interpretation in its creation, foundation and development. The aim of this paper is to portray the situation and go beyond the theoretical study, based on official documents which have accompanied and complemented meetings of European ministers responsible for higher education. From these deep interviews, in semi-structured format, we found interesting to capture the views, expectations and perceptions of responsible and active actors in the process of building the EHEA: Guy Haug, Domenico Lenarduzzi, Marius Rubiralta, Eric Froment, Josep M. Bricall and Jorge Fernández Díaz. All of them with political and university relevance have been implicated from different institutions: European Conference of Rectors, European University Association, Department of Education of the European Commission and various Ministries of Higher Education. Their contributions have provided knowledge to contrast and offer a better understanding of EHEA display. Based on the triangulation of the contributions of the interviewees and the review of official documents and statements the study concludes that the university (together with the research - European Research Area and lifelong learning - European Lifelong Learning Area) is the fundamental hinge for society development and European seal. But it needs to adapt to changing times and to be linked to competitiveness and efficiency. It also needs to provide more and better cooperation and proximity to encourage mobility and mutual recognition. Besides, the creation of EHEA corresponds to a power struggle between the University autonomy rights, the legislative right of state governments and the European Commission's recommendations. However, all of them agree to raise a self-critical reflection as regards the diffusion of information so as to avoid possible misinterpretation or misunderstanding and enable more and better ways of participation. [ABSTRACT FROM AUTHOR]

This paper presents some findings of an evaluation study conducted in five spanish universities on the design of a 'FORCOM Guides for Self-Assessment Teaching Competencies'. This device has been developed to help university teachers to cope with the teaching demands of EHEA. Data collected in a previous teaching needs? assessment were the grounds of the very first design of the guide. Sixteen senior university teachers - of any scientific area- had been demanded, firstly, implementing the Guide, and next, they had been required in order to look for their perceptions about: a) the ease and other aspects of practical management of the Guides ('format evaluation'), and b) the utility and suitability of its content to teachers? teaching needs ('content evaluation'). Data analysis points to: 1) the validity and utility of the created device, especially for helping well experienced teachers in EHEA; 2) its capability the increase the teaching technical knowledge of the teacher, and 3) some change demands related with the present format and with the content of the Guides, as well. [ABSTRACT FROM AUTHOR]

The paper presents four experiences based on the use of portfolios as a way to assist students learning of both subject knowledge and generic skills. In three of them the portfolio is integrated as an element that helps students to organize their work in the subject, to reflect on their learning and to evaluate their results. The portfolio is also presented as a formative and summative assessment tool. In the last experience, the portfolio aims to provide students with the opportunity to reflect on the degree to which have developed generic skills after completing studies. In this case, students construct a wiki where reflections and samples of their best projects and exercises can be organized to demonstrate the achievement of such learning. [ABSTRACT FROM AUTHOR]