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The tourism sector is recognised as being highly vulnerable to climate change, and research is still considered scarce to support destinations to enhance resilience capacities. This study aims to a...

Las universidades están obligadas a mejorar la evaluación si quieren formar para tener “éxito” en el s.XXI; no obstante, en sus aulas, las prácticas de evaluación siguen ancladas en la calificación ligada al examen. Nuestro estudio se planteó como objetivos, por un lado, analizar la percepción del profesorado de nuestra Facultad en torno a la importancia, competencia y utilización de la evaluación y, por otro, constatar si sus prácticas de evaluación están orientadas al aprendizaje. Para alcanzar estos objetivos se ha desarrollado una metodología mixta, esto es, se han utilizado tanto estrategias cuantitativas (cuestionario) como cualitativas (análisis documental y grupos de discusión) recurriendo a la complementariedad que caracteriza este tipo de métodos. Respecto a las percepciones del profesorado, hemos hallado que el profesorado percibe como importante la evaluación y se considera competente para ponerla en práctica a pesar de que piensa que no la usa suficientemente. Por otra parte, los resultados han demostrado que sus prácticas de evaluación no se orientan al aprendizaje. Defendemos la necesidad del estudio de las actitudes y de las prácticas de evaluación del profesorado contextualizadas, para el diseño de planes de formación del profesorado.

One of the fundamental principles of the alternative assessment approach demanded by the European Higher Education Area (EHEA) is the participation of the agents involved in the assessment. Assessing learning from this approach, in an integral and formative way, involves collecting information from the different perspectives of the agents involved in the assessment process. The assessment agents are an issue that takes on special importance in the subject of Final Year Project (FYP) given its contextual characteristics: the difficulty involved in assessing a subject consisting mainly of a large number of transversal competences, the wide range of different formats that can be used to assess, and the diversity of agents involved in the assessment of the FYP (board, teacher-tutor as well as other professionals from companies or external institutions, and students). Therefore, our work focuses on analyzing the assessment agents established by the regulations of the Spanish public universities to verify, if this enhances a participatory and democratic assessment as claimed from the EHEA. A descriptive study was conducted through the analysis of documents and regulations governing the FYP in Spanish public universities used as units of analysis. The results of this study indicate that the normative framework of the assessment of the FYP does not encourage a participatory assessment since, in most universities, the responsibility lies on the boards. While the student as an assessment agent is ignored and the tutor plays only a formative role and only a few universities develop a summative role of the assessment. For this reason, Spanish universities have a challenge for the future: modify the regulations of the FYP and guide it towards the promotion of a participatory assessment.

Published: 04 December 2018 Since 1978, an important process of decentralization in terms of regional competences has been taking place in Spain. In consequence, the behaviour of the regional and local administration has obtained an increasing relevant role. This process has a direct impact on the performance of politicians both at local and regional level, and on the results of elections. Recent data on elections show that national parties have lost the voting race at local elections. Moreover, at the same time as the economic boom in this country in the 2000s, there was also a boom in political corruption at the local level. Using a database that includes municipal data from 2004 to 2011 in Spain, this paper evaluates whether national parties lose votes at national elections due to the wrongdoing of their local candidates. Moreover, we focus on partisan effects, splitting the analysis according to the two main political parties in Spain. Our study resembles an experimental design, which yields two main conclusions. First, local corruption affects significantly the parties' votes at national level, being the magnitude of the effect around one percentage point in absolute values. Second and interestingly, the sign of the results also depends on whether the corruption is on the right or the left wing. ACIISI Research Program [PROID20100209]

First online: 28 November 2016 During the recent years of economic boom in Spain, political corruption at the local level boomed as well. In fact, it increased from 7 publicly denounced cases from 1999 to 2003 to at least 180 in the legislative period (2007-2011). In this paper, we explore this phenomenon in two related ways: how it has affected voting results and political participation, and whether the wrongdoing of local politicians has undermined the voters' trust in them. We constructed a socioeconomic municipality database that matched polling results and corruption cases and then estimated a voting-share equation by difference-in-difference and matching techniques. Our results confirm that the voters' attitude towards corruption is significantly different with respect to parties on the right or the left. In fact, after a prosecution in a local corruption case, abstention increases by an average 1.8 percentage points, left-parties' voting share is reduced by approximately 2 percentage points, while right-parties' share increases approximately 2 points.

Título, resumen y palabras clave también en inglés Resumen basado en el de la publicación Se analiza el marco normativo de las universidades públicas españolas en la asignatura denominada Trabajo Fin de Grado (TFG) con el objetivo de determinar si éste se adecúa al enfoque de Evaluación Orientada al Aprendizaje (EOA) requerido desde el Espacio Europeo de Educación Superior (EEES). Se realizó un análisis de contenido basado en el análisis de documentos y se emplearon como unidades de análisis las normativas que regulan el TFG. Se observa que la normativa de evaluación del TFG presenta cierta aproximación al modelo de EOA pero este acercamiento es insuficiente, ya que los textos legales no recogen de forma global las condiciones mínimas de un sistema de EOA. Por ello, se considera que los textos legales universitarios no constituyen marcos de referencia adecuados para el diseño de la normativa de las facultades, por lo que es necesario ajustar la información sobre la evaluación del TFG hacia el enfoque que se requiere en la actualidad. ESP

[ES] En el área de Ciencias Sociales en la actualidad, dada la situación novedosa y compleja de la evaluación de la asignatura Trabajo Fin de Grado (TFG), se precisa de nuevos modelos que orienten a los diferentes agentes que tendrán que desarrollar la evaluación: tutores, miembros del tribunal, etc. El objetivo en este artículo es presentar una propuesta de evaluación alternativa que oriente a los tutores en la valoración de las competencias transversales de los TFG de las titulaciones de Educación Infantil y Primaria a través de la rúbrica. Presentamos el proceso de diseño que hemos seguido en dos rúbricas para establecer su calidad. Las orientaciones que ofrecemos han surgido de una revisión de la literatura existente y de un trabajo de campo. [EN] The Final Year Project, a new compulsory subject linked to Social Sciences, has been recently introduced in the Spanish University Degrees. Given its novelty and the difficulties its assessment entails, those agents, involved in evaluating the students’ perform ance on this subject (e.g. supervisors, members of the assessment committee), need a fresh set of guidelines to assist their work. In order to meet this need in the Degrees of Preschool and Primary Education, our objective in this paper is to propose an alternative assessment model to help supervisors judge the TFGs by means of a rubric, and we offer two examples of this instrument. These assessment tools have been adapted for the TFGs where students specifically carry out a bibliographic review. The guidelines that we suggest here are the result of both the revision of existing research and fieldwork.

During the recent period of economic crisis, many countries have introduced scrappage schemes to boost the sale and production of vehicles, particularly of vehicles designed to pollute less. In this paper, the authors analyze the impact of a particular scheme in Spain (Plan2000E) on vehicle prices and sales figures as well as on the reduction of polluting emissions from vehicles on the road. They considered the introduction of this scheme an exogenous policy change and because they could distinguish a control group (both non-subsidized vehicles and the same vehicles in Slovenia) and a treatment group (subsidized vehicles), before and after the introduction of the Plan, the authors were able to carry out their analysis as a quasi-natural experiment. The study reveals that manufacturers increased vehicle prices by 600 on average. In terms of sales, econometric estimations revealed that the Plan would not cause any increase in sales. With regard to environmental efficiency, comparing the costs (invested quantity of money) and the benefits of the program (reductions in polluting emissions and additional fiscal revenues) and it has been found that the Plan would only be beneficial if it boosted demand by at least 30%. (C) 2016 Elsevier Ltd. All rights reserved.

In the last decade, not only the advances in educational investigation but also the reforms promoted in the European Space of Higher Education, have brought about a change in the concept of learning, and in consequence, in the evaluation. However, the evaluation is today a task which is still unfinished in the Spanish university, in which the greater part of the teachers evaluate practically exclusively through a final exam based of memorised questions (Zabalza, 2003; Bonson and Benito, 2005). This traditional model is more obvious in online teaching. In this study we propose the integration of this new model of evaluation in the e-learning Moodle Platform and we propose the online forum as a communication tool with wide possibilities for didactic innovation and for the assessment from an alternative approach. We also offer a proposal to assess the online forum via an instrument like the rubric.