<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-2872</journal-id>
<journal-title><![CDATA[Revista iberoamericana de educación superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. iberoam. educ. super]]></abbrev-journal-title>
<issn>2007-2872</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-28722021000200046</article-id>
<article-id pub-id-type="doi">10.22201/iisue.20072872e.2021.34.978</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Profesores universitarios de Contabilidad y el proceso de tutorización del trabajo fin de grado]]></article-title>
<article-title xml:lang="pt"><![CDATA[Professores universitários de Contabilidade e o processo de orientação do Trabajo Fin de Grado]]></article-title>
<article-title xml:lang="en"><![CDATA[University teachers of Accounting and the tutoring process of the graduation project]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Donoso-Anes]]></surname>
<given-names><![CDATA[José-Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Serrano-Domínguez]]></surname>
<given-names><![CDATA[Francisco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Camúñez-Ruíz]]></surname>
<given-names><![CDATA[José-Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Sevilla  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Sevilla  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Sevilla  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>12</volume>
<numero>34</numero>
<fpage>46</fpage>
<lpage>71</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-28722021000200046&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-28722021000200046&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-28722021000200046&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El trabajo recoge la opinión y percepción de los profesores universitarios de Contabilidad de España sobre los aspectos más relevantes relacionados con la materia de Trabajo Fin de Grado (TFG), en concreto sobre regulación, asunción de créditos, obligatoriedad para profesores y alumnos, dedicación y reconocimiento de créditos, asignación, tutorización, evaluación y competencias a desarrollar en el TFG. Además, se han estudiado los factores que influyen en el estado general de satisfacción. La metodología seguida ha sido detectar los temas que sobre TFG preocupan a los profesores, elaborar el cuestionario de prueba inicial y final y distribuirlo por internet. El análisis descriptivo y de correlaciones se realiza mediante Microsoft Excel y SPSS 23.0. El estudio de satisfacción se hace mediante análisis factorial exploratorio a través de SPSS 23.0. Los resultados muestran que existe un nivel general de no satisfacción, motivado por la no aceptación metodológica que conlleva el TFG y las propias autoexigencias del profesor cuando acomete la tutorización, ya que siente que los resultados obtenidos nunca están a la altura de sus demandas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O trabalho recolhe a opinião e percepção dos professores universitários de Contabilidade da Espanha sobre os aspectos mais relevantes relacionados com a matéria de Trabajo de Fin de Grado (TFG), em concreto sobre regulação, assunção de créditos, obrigatoriedade para professores e alunos, dedicação e reconhecimento de créditos, designação, orientação, avaliação e competências a desenvolver no TFG. Além disso, se estudou os fatores que influenciam no estado geral de satisfação. A metodologia seguida foi detectar os temas que sobre TFG preocupam aos professores, elaborar o questionário de prova inicial e final e distribui-los por internet. A análise descritiva e de correlações se realiza mediante Microsoft Excel e SPSS 23.0. O estudo de satisfação se faz mediante análise fatorial exploratório através de SPSS 23.0. Os resultados mostram que existe um nível geral de não satisfação, motivado pela não aceitação metodológica que acarreta o TFG e as próprias autoexigências do professor quando acomete a orientação, já que sente que os resultados obtidos nunca estão à altura de suas demandas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This work gathers the opinions and perceptions of university teachers of the Accounting degree in Spain on the most relevant aspects related to the Final Degree Project (Trabajo de Fin de Grado, TFG), specifically on regulation, assumption of credits, obligatory nature for professors and students, dedication and recognition of credits, assignment, tutoring, evaluation and competencies to be developed in the TFG. In addition, the factors influencing the general state of satisfaction were studied. The chosen methodology was to detect the issues of concern for the professors about the TFG, to prepare the initial and final test questionnaire and to distribute it via the Internet. The descriptive and correlative analysis was carried out using Microsoft Excel and SPSS 23.0. The satisfaction study is carried out by means of exploratory factor analysis using SPSS 23.0. The results show that there is a general level of non-satisfaction, motivated by the methodological non -acceptance of the TFG and the professor&#8217;s own self-demands when tutoring, since he/she feels that the results obtained never meet to his/her demands.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[profesores universitarios]]></kwd>
<kwd lng="es"><![CDATA[profesor tutor]]></kwd>
<kwd lng="es"><![CDATA[tesis de grado]]></kwd>
<kwd lng="es"><![CDATA[satisfacción profesional]]></kwd>
<kwd lng="es"><![CDATA[España]]></kwd>
<kwd lng="pt"><![CDATA[professores universitários]]></kwd>
<kwd lng="pt"><![CDATA[professor orientador]]></kwd>
<kwd lng="pt"><![CDATA[tese de graduação]]></kwd>
<kwd lng="pt"><![CDATA[satisfação profissional]]></kwd>
<kwd lng="pt"><![CDATA[Espanha]]></kwd>
<kwd lng="en"><![CDATA[university professors]]></kwd>
<kwd lng="en"><![CDATA[professor tutor]]></kwd>
<kwd lng="en"><![CDATA[undergraduate thesis]]></kwd>
<kwd lng="en"><![CDATA[professional satisfaction]]></kwd>
<kwd lng="en"><![CDATA[Spain]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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