Every day it is more common to hear around us about the publication of studies, surveys or statistical results about the well-being of people, workers, women in a given country. Indeed, as university professors, our work cannot be independent of the level of well-being of our students. So, in this work, we propose a methodology to asses the students well-being inside a course implementation by what we call the educational well-being index (EWI). We start with a survey that gathers those factors that computing courses’ students at our university –of two different levels and majors– consider most important. Our second step is the evaluation –by a group of teachers– of the presence of those factors in different educational models of implementation of the courses. We use principal component analysis to extract, from the student data, the valuations that they expressed in the survey: the principal component of their own measurements on well-being. We work only with the coefficients of the first dimension of the principal component. The third step is a (subjective) valuation of the topics addressed in the survey when considering a particular educational model. Finally, we gather everything together to obtain a well-being index of an educational model that allows their comparison. Besides the methodology, we present and analyze the values obtained from our case study.

Supported by MCIN/AEI/10.13039/501100011033 under grant PID2020-112581GB-C21 (MOTION).

Peer Reviewed