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Tuning Educational Structures in Europe

J. González, +1 more
- pp 70-96
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Abstract: 
The Bologna Declaration The Bologna Declaration of June 1999 calls for the establishment by 2010 of a coherent, compatible and competitive European Higher Educatio n Area, attractive for European students and for students and scholars from other c ontinents. The European Education Ministers identified six action lines in Bologna an d they have added three more in Prague in May 2001 and one more in Berlin in September 2003:

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Tuning Educational
Structures in Europe
Tuning Educational
Structures in Europe
Informe Final
Fase Uno
Editado por
Julia González
Robert Wagenaar
2003
Universidad de Universidad de
Deusto Groningen
El Proyecto Tuning fue financiado por la Comisión
Europea en el marco del Programa Socrates.
Esta publicación refleja los puntos de vista solo de los
autores, y la Comisión Europea no puede asumir res-
ponsabilidades por ningún uso que se haga de la infor-
mación contenida en el presente libro.
Los editores quieren expresar su gratitud a los Asistentes
del Proyecto Tuning Robert Alcock, Pablo Beneitone, Almu-
dena Garrido e Ingrid van der Meer por su dedicación y
contribución significativa al proyecto. Particularmente,
quieren agradecer a Pablo Beneitone por la coordinación
de la edición de la presente versión en castellano.
Ninguna parte de esta publicación, incluido el diseño
de la cubierta, puede ser reproducida, almacenada o
transmitida en manera alguna ni por ningún medio, ya
sea eléctrico, químico, mecánico, óptico, de grabación
o de fotocopia, sin permiso previo del editor.
Publicación impresa en papel ecológico
© Universidad de Deusto
Apartado 1 - 48080 Bilbao
ISBN: 84-7485-892-5 (obra completa)
ISBN: 84-7485-893-3
Depósito legal: BI - 1.862-03
Impreso en España/Printed in Spain
Fotocomposición: IPAR, S. Coop. - Bilbao
Imprime: RGM, S.A.
Lista de Participantes
Coordinadores Generales
Julia González - Universidad de Deusto (ES)
Robert Wagenaar - Rijksuniversiteit Groningen (NL)
Miembros del Comité de Gestión y de Dirección
Expertos en Educación Superior
Chantal Zoller - Université Libre de Bruxelles (BE)
Volker Gehmlich - Fachhochschule Osnabrück (DE)
Maria Sticchi-Damiani - Consejero ECTS (IT)
Ann Katherine Isaacs - Università degli Studi di Pisa (IT)
Estela Pereira - Universidade de Aveiro (PT)
Stephen Adam - University of Westminster (UK)
Coordinadores de Area Temática
Peder Ostergaard —Coordinador del Area de Administración y Di-
rección de Empresas— Aarhus School of Business (DK)
Lars Gunnarsson —Coordinador del Area de Ciencias de la Educa-
ción— Göteborg University (SE)
Paul D. Ryan —Coordinador del Area de Geología— National Uni-
versity of Galway (IE)
Jean-Luc Lamboley —Coordinador del Area de Historia— Université
Pierre Mendès France, Grenoble, (FR)
Citations
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Coordination in the formation of the transversal skills needed for university-level assignments and support tools for their assessment

M. D. Cepero-Ascaso, +2 more
TL;DR: The need for coordination among the faculty members responsible for the programs of university degrees as regards generic skills training and assessment through the completion of assignments and an analysis of different plagiarism detection software is presented.

Utilización activa del vídeo en la formación inicial de educadores

Carlos Rosales López
TL;DR: In this paper, the authors propose ways of using video in the classes, but especially the most active one in wich they themselves designed and didactic sequences recorded in real contexts to pondering subsequently analyze multiple curricular issues with the support of professor supervisor and fellow students.

Tras la bondad competencial: liderazgo y trabajo en equipo, dos competencias transversales

Alexis Jacobo Bañón Gomis, +3 more
TL;DR: The presente crisis ha evidenciado el afloramiento del dark leadership (o liderazgo oscuro) constituido by un conjunto de tres constructos, a decir, maquiavelismo, psicopatia, and narcisismo.

Preparing students to apply transversal skills a case study in higher education – 2nd phase

Helena Belchior Rocha, +2 more
TL;DR: This ongoing research is to devise a profile of transversal skills of the education professional, able to guide the training work in the higher education institutions, support the tasks of evaluation and certification of the said competences and promote the personal and professional development of 1st cycle students.
Proceedings ArticleDOI

Analysis of the use and design of rubrics in competency assessment in engineering degrees

Leticia-Concepción, +3 more
TL;DR: In this study, rubrics have been analysed in 50 educators from the engineering departments of distinct Spanish universities to detect the educational needs of the teaching staff that hopes to use rubrics to assess competencies.
References
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Journal ArticleDOI

Testing for Competence Rather Than for "Intelligence"

David C. McClelland
- 01 Jan 1973 - 
TL;DR: The testing movement in the United States has been a success, if one judges success by the usual American criteria of size, influence, and profitability, but what assumptions is the success of the movement based?
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Medical Education in the United States and Canada: A Report to the Carnegie Foundation for the Advancement of Teaching

Abraham Flexner
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League Tables and Their Limitations: Statistical Issues in Comparisons of Institutional Performance

Harvey Goldstein, +1 more
- 01 May 1996 - 
TL;DR: The paper emphasizes that statistical methods exist which can contribute to an understanding of the extent and possible reasons for differences between institutions and urges caution by discussing the limitations of such methods.
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Effectiveness of problem-based learning curricula: theory, practice and paper darts.

Geoffrey R. Norman, +1 more
- 01 Sep 2000 - 
TL;DR: Evidence is presented that (a) cognitive research is not contrived and irrelevant, (b) curriculum level interventions are doomed to fail and (c) education needs more theory‐based research.
Book

Time to Heal: American Medical Education from the Turn of the Century to the Era of Managed Care

Kenneth M. Ludmerer
TL;DR: Time to Heal as discussed by the authors provides a landmark account of American medical education in the twentieth century, concluding with a call for the reformation of a system currently handicapped by managed care and by narrow, self-centered professional interests.