Learning Achievement in Creativity and Design Subjects according to Professional Profiles (2006) European Transfer Credit System (ECTS) Methodology in the Degree of “Advertising and Public Relations” in Catalonia (Spain) UAB, Faculty of Communication Sciences, Department of Audiovisual Communication and Advertising

To establish a monitoring control for assuring the learning processes according the Bologna criteria in teaching quality. These objectives should be developed and applied during the teaching process of the subjects on study. The project design considers future applications in subjects of Advertising degree, focusing on the achievements of professional competences and skills. Objectives Daniel Tena, David Roca, Jordi Fernández

1. Account Manager in Advertising and Public relations 2. Planner and Consultant in Commercial Communication and Public Relations 3. Consumer and Market Researcher 4. Media Planner 5. Creative, Designer and Production Manager 5 Professional Profiles in Advertising

artistic and creativity competence Profile: Creative, Designer and Production Manager The specific competence of study artistic and creativity competence Subject Introduction to Creativity in Advertising Indicator Develop the productive thinking with originality, flexibility and fluency Subject Print Design, Visual Composition and Technology Indicator Develop ideas and concepts throughout visual and sound forms

T1 T2 Teaching Potential Dependent Variable of teaching processes This measurement permits to observe progressive accomplishment in the all-round education of competences, reciprocally depending on the students’ activities as well as on the methodology employed. Its instrument should provide some values, which analysis measures the student’s learning performance level. Teaching Potential T1 Initial Test Results 0 of indicators T2 Final Test Results 1 of indicators Teaching Potential Observed performance between the results of both tests

Methodology Hypothesis The subjects that use ECTS methodology increase academic performance in competences achieving more, in comparison with the previous teaching methodology. Variables Both teaching methodologies, indicator results for the studied competencies and conditional variables. Sample University students in 1st year of Advertising and Public Relations degree inside the Pilot Program with ECTS methodology. Control groups University students of the same subjects in creativity and design with non-ECTS methodology (subjects had to maintain round 80% of coincidence).

Print Design, Visual Composition and Technology Indicator Develop ideas and concepts throughout visual and sound forms Print Design, Visual Composition and Technology

Design Test - Visual Elements EXPERIMENTAL Group 1.30 2.26 2.00 1.41 2.81 2.04 0,00 0,50 1,00 1,50 2,00 2,50 3,00 Medida Alignment Composition Initial Test Final Test Results The non significant differences between the teaching potential averages between the three groups under study show that the null hypothesis can not be refuted on the teaching potential equality between both methodologies with this design indicator. Anyway, the experimental group’s two tests good results suggest the achievement degree tendency on the indicator, maintaining a good rhythm in the initial and final records. Print Design, Visual Composition and Technology Design Test - Visual Elements Control Gruop - 1 1.29 2.22 1.44 1.63 2.39 1.41 0,00 0,50 1,00 1,50 2,00 2,50 3,00 Typography Alignment Composition Initial Test Final Test Design Test - Visual Elements Control Group - 2 0.93 1.62 1.52 1.34 2.52 0,00 0,50 1,00 1,50 2,00 2,50 3,00 Typography Alignment Composition Initial Test Final Test

Introduction to Creativity in Advertising Indicator Develop the productive thinking with originality, flexibility and fluency. Introduction to Creativity in Advertising

Introduction to Creativity in Advertising Results The experimental group progress performance (M=169.35) was considerably superior to the results the control group obtained (M=63). Therefore, a significant difference was found in the teaching Potential between the two teaching methodologies (t(52)=5,14, p<,000) The ECTS methodology group progressed at a 2.31 coefficient average, while the control group remained at a 1.67 level. This represents that with the ECTS methodology the ideas production test results have doubled, at least, the control group results. Introduction to Creativity in Advertising

1. First, the obtained results enable us to determine that the Bologna methodology application proves to have a greater teaching potential in one of the analysed subjects, “Introduction to Creativity in Advertising”, and that also identifies the student’s character that profit more from learning. In the other subject, the results are still not conclusive, although the good results’ rhythm shown at the beginning is observed and maintained. 2. Second, the analysed results enable to think the Bologna methodology use does not imply any retrocession in teaching terms. The research, thus, quantifies at what degree the learning performance is established with the teaching activities in the new methodology, expressed in this value of teaching potential. INTEREST Finally, this Pilot Program degree subjects indicators and competence accomplishment analysis represents a protocol example to apply to other degree’s subjects. The detailed observation of the competence indicators prove that they are useful for measuring and guaranteeing the well conducted Bologna teaching methodology application quality level. Conclusions

Learning Achievement in Creativity and Design Subjects according to Professional Profiles (2006) European Transfer Credit System (ECTS) Methodology in the Degree of “Advertising and Public Relations” in Catalonia (Spain) UAB, Faculty of Communication Sciences, Department of Audiovisual Communication and Advertising gr.publicitat@uab.es