JOTSE and quality investigations


Beatriz Amante Garcia1, María Martínez Martínez2

1Projectes d’Enginyeria, Universitat Politècnica de Catalunya (Spain)

2Enginyeria Química, Universitat Politècnica de Catalunya (Spain)


During this last term JOTSE participated in XIII Foro Internacional sobre la Evaluación de la Calidad de la Investigación y de la Educación Superior (FECIES) [plenary sesion: ]. This forum deeply discussed issues on teaching and research quality as they are two key subjects, which are always present in the papers published in our Journal. In order to assess how much research is needed to be a good university teacher, we analyze these subjects by means of a survey ( to JOTSE’s contributors. (Figure 1)


Figure 1. Methodology

The survey shows that the number of five-year stair productive teaching periods are fairly uniform, although the amount of 4 and 5 periods is abundant, which is consistent with the age range of contributors who responded, as more than 50% are over 50 years old and about 70% are “professors and lecturers”. However, the percentage of productive investigation stairs does not follow the same relation, being mostly concentrated on 1, 2 or 4. Results were treated statistically to find significant correlations.

Figure 2 shows that about 51.2% of responders from JOTSE disagree and strongly disagree with the claim that a good teacher has to be a good researcher. Further, disagreement is more frequent on women and on responders older than 60 years in comparison to men and young people (30-40).


Figure 2. Answers to the question “It is necessary to be a good researcher to be a good University lecturer?

The present issue counts on the following published articles:  

We hope that you find them interesting.

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Journal of Technology and Science Education, 2011-2022

Online ISSN: 2013-6374; Print ISSN: 2014-5349; DL: B-2000-2012

Publisher: OmniaScience