In total, 1,605 teachers participated in this study, from qualifications belonging to Arts and Humanities in Spanish public universities, with an average age of 48 years (SD = 9), of which 52 % were women and 48 % men (the faculty they belong to can be seen in Table 1). The average years of teaching experience is 19 (SD = 11) and the majority (36 %) has not received a six-year bonus (a productivity bonus offered to permanent university teachers for six years of research activity). The universities with a higher participation can be seen in Table 2.

Table 1 Table 1 Percentage of Arts and Humanities teachers according to their professional category

Table 2 Table 2 Percentage of Arts and Humanities teachers with a higher participation in the study according to their institutional affiliation Note:

In this list only institutions with a participation percentage of over 3.2 per cent appear. The universities with the same participation percentage have been ordered alphabetically.

- Survey regarding the satisfaction of Spanish University Teaching Staff towards EHEA adaptation (Ariza, Quevedo-Blasco, Ramiro, & Bermúdez, 2013), made up of 65 mixed questions (with Likert scale and multiple-choice questions and a final open-ended one) divided into seven sections (related to teaching staff data, the EHEA implementation process on a general and institutional level, tasks of the teaching staff, methodology and the teaching-learning process, student assessment, teacher training, and coordination, organization and center resources), and a final section (comments and/or suggestions) for any possible suggestions the teaching staff may have (eight sections in total). The Cronbach alpha coefficient for the evaluation of teaching staff satisfaction was 0.82.

- Database with the email of the selected teaching staff.

- IT program for creating and sending surveys.

It is a population-based, descriptive study using a cross-sectional survey with a probability sample. Firstly, updated information (based on the legislation and literature analyzed) regarding the implementation of the EHEA was found in national and international databases in order to formulate the survey questions ad hoc. The survey was evaluated using the judgment of experts, with experience in teaching and in the adaptation process of degrees to the EHEA (in order to verify the suitability of either the thematic blocks or the questions). After the evaluation and following the recommendations of the experts, some items of the questionnaire were reformulated, but for their suitability, the same number of questions from the initial version was maintained. Finally, it was checked that everything was correct and that the application was working properly. The sample was selected with a 97 % confidence level and an estimation error of 3 %. An invitation to participate in the study was sent to the email of the selected teachers, including survey information, along with a link through which each subject could access the questions using an assigned personal password in order to answer them individually (only once). Participant anonymity was guaranteed and the Spanish data protection law was applied (guaranteeing the confidentiality of the data). In addition, there are no ethical implications for participants.

In total, 46 % of teachers thought that the adaptation of Spanish Higher Education to the EHEA could be improved, followed by those that considered that the process has not been implemented correctly (44 %). Besides, 49 % doubted the benefits of the changes in Spanish universities and 29 % stated that the modifications would not be positive for Higher Education. It is worth mentioning that almost 40 % found it difficult to adapt their lesson planning (see Table 3). On the other hand, 60 % found it easy to adapt to the EHEA, followed by 20 % who were not prepared for the change in the system. In Figure 1 it can be observed that the majority of teachers showed a moderate satisfaction towards the new qualifications structure, the ECTS credit and qualifications system, the European Diploma Supplement (EDS), along with teaching accreditation. Despite this, 41 % would return to the old system, compared to 40 % that prefers the EHEA.

Table 3 Table 3 Percentage of Arts and Humanities teachers according to the level of effort dedicated to the adaptation of lesson planning

Figure 1.

Note: ECTS= European Credit Transfer System; EDS= European Diploma Supplement.

For the majority of the Arts and Humanities teaching staff, teaching and research tasks are priorities (see Figure 3). Teaching staff pointed out that their teaching planning is quite well adjusted to the EHEA (see Table 6). In Table 7 the level of effort required to carry out teaching functions can be observed. At present, 54 % need more time for preparation, followed by 30 % who take the same time as they did before the process.

Figure 3. Figure 3. Percentage of Arts and Humanities teachers according to the priority assigned to their attributed tasks

Table 6 Table 6 Percentage of Arts and Humanities teachers according to the level which their teaching planning is adapted to the European Higher Education Area

Table 7 Table 7 Percentage of Arts and Humanities teachers according to the level of effort required for carrying out teaching related tasks Source: own work. Note:

Teach. role = Role of teacher; Sem.= Seminars; Sup.= Supervision; Assess.= Assessment; Coor.= Teaching coordination.

Furthermore, attitudes towards the ERA were positive amongst 59% of teachers, followed by 24% who had a negative vision. Since joining the EHEA 53% declared not having dedicated more time to research, although they would have liked to, while 28% stated that they dedicate the same time as before and 67% would prefer to dedicate less hours to administration. With regard to doctoral studies, 32% said they prefer the new postgraduate system (Master and Doctorate) and 31% would prefer the traditional system. Regarding the doctoral thesis, 80% would choose the traditional thesis and only 8% declared that they prefer the collection of scientific articles. With regard to financing the thesis in a period of three years, approximately 52% considered it to be possible, depending on the research area, followed by those who did not find it viable (26%). Likewise, almost 71% did not believe that thesis quality would improve with the new doctoral organization. Opinion regarding Doctoral Schools can be seen in Figure 4. The teachers also pointed out limitations and proposed possible solutions to improve teaching and research in the EHEA context (see Table 8).

Figure 4. Figure 4. Percentage of Arts and Humanities teachers according to their attitude towards Doctoral Schools

Table 8 Table 8 Teaching and research limitations and possible solutions suggested by Arts and Humanities teachers for the improvement of the European Higher Education Area

In total, 62 % of teachers said they agree with the teaching and learning methodology in which the teacher acts as a guide/mediator, compared to 21 % who do not agree. However, 48 % stated that they do not think that it increases learning quality. Furthermore, 68 % will not continue to give classes with a predominance of lectures, while 23 % will continue with this method. In Tables 9 and 10 the motivation of students in the search of their own knowledge is illustrated, and also the frequency with which they use tutorials to ask subject queries. Moreover, 41 % of teachers affirmed that competences are quite well developed in their students (see Table 11). On the other hand, 58% doubted that the current doctoral system guarantees competence development in doctoral students, followed by 16 % who chose the “Don’t know/No answer (DK/NA)” option and 13 % who answered yes. In Table 12 the limitations detected by teaching staff in relation to this section can be observed.

Table 9 Table 9 Percentage of Arts and Humanities teachers according to the level of motivation of their students towards an active role in their learning

Table 10 Table 10 Frequency with which students assist tutorials according to the Arts and Humanities teachers

Table 11 Table 11 Level of development of student competences according to the Arts and Humanities teachers

Table 12 Table 12 Limitations in methodology and in the teaching and learning process and possible solutions suggested by Arts and Humanities teachers for the improvement of the European Higher Education Area

In total, 68 % of teachers stated that they prefer an objective and competence based assessment, followed by 13 % who opted for assessment based only on objectives and 9 % based only on competences. Moreover, 54 % declared that they find assessment easy on a practical level, in contrast to 41 % who find it difficult. In Figure 5, the moment in which Arts and Humanities teachers carry out assessment can be observed. The majority opt for evaluating throughout the academic year, both in theory and practical lessons. The level of satisfaction with students’ grades after the introduction of the EHEA can be seen in Table 13. In total, 38 % maintained that they were better before the consolidation of the process, followed by 35 % who did not think there have been any changes. In Table 14 requirements regarding assessment processes can be observed. Teachers did not propose any improvements regarding this section.

Figure 5. Figure 5. Percentage of Arts and Humanities teachers according to the moment in which they carry out student assessment

Table 13 Table 13 Percentage of Arts and Humanities teachers according to their level of satisfaction with students’ academic results

Table 14 Table 14 Limitations in the assessment process suggested by Arts and Humanities teachers for the improvement of the European Higher Education Area

Overall, 65 % thought that they have adequate training to give classes in the EHEA context. However, 30 % believed that they are not totally qualified and that they would need to receive further training. Lifelong learning, one of the EHEA principles, is supported by 90 % of teachers, and 67 % had plans to carry out a temporary stay abroad to improve their knowledge. The limitations detected by teachers in the area of teacher and student training can be seen in Table 15, as well as the suggested improvements.

Table 15 Table 15 Training limitations suggested by Arts and Humanities teachers for the improvement of the European Higher Education Area

51 % stated that there is little coordination with the rest of the teachers of their department, compared to 24 % who maintained that there is a lot of coordination. Furthermore, 69 % declared that the reduction of the ratio of students per classroom is not being applied in their center, although just over half claimed that the average number of students per class is 65 or less. Data regarding the availability of resources in the center can be seen in Figure 6. In Table 16, limitations detected by teaching staff with regard to teacher coordination, student ratio and available resources can be observed, along with possible solutions to overcome these problems.

Figure 6. Figure 6. Percentage of Arts and Humanities teachers according to the level of resources received in their center

Table 16 Table 16 Limitations in coordination, organization, resources and possible solutions suggested by Arts and Humanities teachers for the improvement of the European Higher Education Area