Analysis of the importance of assessment criteria and the academic recognition of university professors as indicators of education quality in Spain

Abstract

Educational quality is factor of particular relevance to the Spanish university system. This study contrasts the perceptions of students and professors regarding the relationship between the evaluation criteria and the professional level or status of the professors. The study employed a qualitative methodology involving focus groups. The results show that teachers associate quality with professional status, while students identify classroom involvement and the availability of professors as the most decisive factors determining the quality of teaching.