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RESUMEN La accion tutorial en la ensenanza universitaria representada en la figura del profesorado tutor y desarrollada en su relacion con el alumnado, esta siendo objeto de una cada vez mayor atencion por quienes trabajan en la mejora de la ensenanza-aprendizaje, y en especial de la ensenanza universitaria en el nuevo proceso de Convergencia Europea. Este trabajo ha abordado las expectativas del alumnado mediante un estudio Delphi. A lo largo de sucesivas etapas o circulaciones, se han obtenido una serie de competencias con que, segun los expertos consultados, deberia contar el profesorado que ejercera la accion tutorial en el contexto del Espacio Europeo de Educacion Superior (EEES). Ademas, de las competencias demandadas se observa que estas varian en funcion del curso al que pertenece el alumnado consultado. ABSTRACT The tutorial action in the education represented in the figure of the tutorial professor and developed in its relation with the students, is being object of greater attention by those ones who work in the improvement of the education-learning, and in special of university education in the new process of European Convergence. This study has faced the expectations of the students by means of a Delphi study. Throughout successive stages or circulations, they have been obtained a series of competences whereupon, according to the consulted experts, would have to count the teaching staff who will exert the tutorial action in the context of the European space for higher education (EEES). In addition, of the demanded competences, it is observed that these vary based on the course taken by the consulted students.

Expectativas del alumnado sobre el profesorado tutor en el contexto del Espacio Europeo de Educación Superior