elpais.com
EAE Business School Delays 824 Master's Degrees Amidst Legal Action
Following the termination of its affiliation with Rey Juan Carlos University (URJC) in 2022, EAE Business School faces legal action from 15 students who paid €13,500 for a master's degree and haven't received their diplomas due to procedural failures and alleged falsified documents for visa applications; URJC reports 824 affected students, while EAE claims 714.
- What are the immediate consequences for the 824 EAE students awaiting their master's degrees from URJC, and what is the scale of this issue?
- In 2022, EAE Business School, part of Grupo Planeta, ended its affiliation with Rey Juan Carlos University (URJC) in Madrid. Consequently, 824 students are awaiting master's degrees earned at the private school but certified by the public university, according to the URJC. This delay prevents them from showcasing their qualifications in job interviews.
- What procedural failures or fraudulent practices contributed to the delay in issuing master's degrees, and how do these affect the credibility of EAE and URJC?
- The discrepancy arises from EAE's enrollment of more students than permitted by its prior agreement with URJC, leading to some late registrations and, in some cases, fraudulent documentation for Latin American students' visa applications. The lack of URJC certification affects two master's degree cohorts from 2020 and 2021; EAE claims only 714 students are affected, while URJC reported 824.
- What systemic changes are needed to prevent similar incidents in the future, addressing transparency, oversight, and accountability in private-public partnerships in higher education?
- This incident highlights risks associated with private-public partnerships in higher education, particularly concerning quality control and timely credential issuance. The legal ramifications, potential compensation for affected students, and reputational damage to both EAE and URJC constitute significant future implications. The discrepancy in student numbers reported by EAE and URJC also raises questions about transparency and accountability.
Cognitive Concepts
Framing Bias
The article frames the situation as a conflict between EAE and its students, with EAE portrayed as primarily responsible for the delays. While the article presents EAE's explanations, the emphasis on the students' frustration and the delay in receiving their degrees, along with the mention of potential legal action, strengthens the negative portrayal of EAE. The headline (if there was one) and lead paragraph would likely reinforce this framing. The article uses direct quotes from disgruntled students which further biases the narrative.
Language Bias
The article uses language that leans towards emphasizing the negative impact of the delays on students. Phrases like "escándalo" (scandal), "atasco" (bottleneck/gridlock), and descriptions of students being "cansados" (tired) and feeling "estafa" (scammed) contribute to a negative tone. More neutral language could include describing the situation as a "dispute" instead of a "scandal," "delay" instead of "bottleneck," and focusing more on the factual timeline rather than the emotional impact on students. The repeated use of negative quotes from students also amplifies this bias.
Bias by Omission
The article focuses heavily on the conflict between EAE and URJC, and the students' resulting difficulties. However, it omits any perspective from the URJC administration beyond their official statements. While acknowledging space constraints is valid, omitting perspectives from URJC staff involved in the process (beyond press releases) limits a balanced understanding of the delays. Additionally, the article doesn't explore potential systemic issues within the accreditation process between private institutions and public universities in Spain. This could offer broader context to the problem, moving beyond the specific case of EAE and URJC.
False Dichotomy
The article presents a somewhat false dichotomy by focusing primarily on the conflict between EAE and URJC, suggesting a simple case of EAE's negligence. It neglects other potential contributing factors, such as bureaucratic inefficiencies within the URJC system, or unforeseen technical difficulties in processing a large volume of applications. Presenting only two sides (EAE and students) oversimplifies a potentially more complex situation.
Sustainable Development Goals
The delay in issuing master