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Tuning Educational Structures in Europe

J. González, R. Wagenaar
01 Jan 2003-pp 70-96
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:

Content maybe subject to copyright    Report

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
More filters
Development of multidisciplinary practical lessons through research-action methodology in the faculties of computer science and educational psychology

[...]

María Luisa Pertegal-Felices1, Antonio Jimeno-Morenilla1, I.J. Navarro-Soria1, David Gil1•
University of Alicante1
05 Jul 2010
TL;DR: In this paper, the authors present a good example where computer studies and educational psychology find out a common ground and realistic working through laboratory practices, which enables to students of computer science education the development of diagnosis support systems, with artificial intelligence techniques, that could then be used for future educational psychologists.
Abstract: Computer science studies possess a strong multidisciplinary vocation; most graduates do their professional work elsewhere of a computing environment, in collaboration with professionals from many different areas. However, the training offered in computer science studies lacks that multidisciplinary, focusing more on purely technical aspects. The campus, a place where studies of very different nature exist side by side, may constitute an excellent basis for conducting multidisciplinary training without underestimating higher education rigor. The aim of the universities is to train their students in the skills demanded by businesses and companies. According to experts, students need to develop more the skills called generic in which can be found the interpersonal skills. This paper presents a good example where computer studies and educational psychology find out a common ground and realistic working through laboratory practices. Specifically, the work enables to students of computer science education the development of diagnosis support systems, with artificial intelligence techniques, that could then be used for future educational psychologists. The applications developed by computer science students is the creation of a model for the diagnosis of pervasive developmental disorders (PDD), sometimes also commonly called the autism spectrum disorders (ASD). The complexity of this diagnosis, not only by the exclusive characteristics of every person who suffer it but also by the large numbers of variables involved in it, requires a very strong and closed interdisciplinary participation. Moreover, for the enhancement of this software (and especially for the collection and creation of the database) it has been required the creation of a working framework which involves doctors and families, as well as those students of computer science and educational psychology already mentioned. The final purpose of this tool for the diagnosis is its applicability in primary schools to increase the early detection and diagnosis. Meanwhile, students of educational psychology incorporate their knowledge to adjust the computer application successfully, incorporating it the qualitative and quantitative information needed for verification. As a result of this synergy, a good interdisciplinary teamwork has emerged, closer to the real world than the university and which all would be enriched. In this sense, this work demonstrates that it is possible to intervene in a curricular perspective, in the university, to promote the development of interpersonal skills. It can be shown, in this way, a methodology for interdisciplinary practices design and a guide for monitoring and evaluation.

1 citations

Integración de la teoría y la práctica enfermera. Diseño de un instrumento para la evaluación de la competencia en el manejo del proceso enfermero a lo largo de la formación de grado

[...]

Cristina Blanco Fraile1•
University of Cantabria1
01 Jan 2010
TL;DR: In this paper, a proyecto investigación cuanti-cualitativo que combina, de manera secuencial, tecnicas de busqueda, de consenso and diseno de un instrumento is presented.
Abstract: La utilizacion del Proceso Enfermero como principal instrumento que asegure unos cuidados de calidad no genera dudas dentro de la profesion, tampoco que la cantidad de tiempo dedicado a ensenar a los estudiantes no ha repercutido en su generalizacion en la practica. Ahora, a las puertas de un nuevo escenario docente en la Educacion Superior, parece el momento de replantearse el como conseguir profesionales competentes en este aspecto. El paralelismo entre el concepto de proceso enfermero y el de competencia genera la oportunidad de profundizar en el que y como medirlo. La evaluacion no es un hecho aislado, sino que determina el proceso de aprendizaje del estudiante. Este proyecto tiene como objetivo final el diseno de un programa informatico que facilite la evaluacion continua en la adquisicion de la competencia en el manejo del proceso enfermero a lo largo del formacion de grado en enfermeria. Se trata de un proyecto investigacion cuanti-cualitativo que combina, de manera secuencial, tecnicas de busqueda, de consenso y diseno de un instrumento.

1 citations

Book Chapter•DOI•
Model for Identifying Competencies and Learning Outcomes (MICRA)

[...]

Maria José Angélico Gonçalves, Álvaro Rocha1, Manuel Pérez Cota2, Pedro Pimenta3•
University of Coimbra1, University of Vigo2, University of Minho3
01 Jan 2016
TL;DR: In this article, an innovative model for a thorough, organized and systematic analysis of the educational context is presented based on the MICRA model (model for identifying and classifying Competencies and Learning Outcomes), which is validated by means of a case study.
Abstract: This chapter introduces and describes an innovative model for a thorough, organized and systematic analysis of the educational context – the MICRA model (model for identifying and classifying Competencies and Learning Outcomes), based on the official documents of the Course Units (syllabus and assessment components). The MICRA model was validated by means of a case study. Competencies and Learning Outcomes were identified in the Computer Science Course Units of the Accounting and Business Administration degree at the Institute of Accounting and Administration of Porto (ISCAP/IPP).We are aware that the adoption of this model by different institutions will contribute to the interoperability of learning outcomes, thus enhancing the mobility of teachers and students in the EHEA (European Higher Education Area) and third countries.

1 citations

Book Chapter•
Proyecto Universo de la comunicación audiovisual: una representación visual, transversal y participativa en la red

[...]

Pere Freixa Font1, Carles Sora Domenjó1•
Pompeu Fabra University1
01 Jan 2008
TL;DR: The I Jornadas de Innovación Docente (ID+TIC 2008) as discussed by the authors was presented by the Universidad de Alcala de Henares (UCEH).
Abstract: Comunicacio presentada a les I Jornadas de Innovacion Docente aplicada a las Tecnologias de la Informacion y las Comunicaciones (ID+TIC 2008), celebrades els dies 17 i 18 de juliol de 2008 a la Universidad de Alcala de Henares.

1 citations

Cites background from "Tuning Educational Structures in Eu..."

  • ...En este contexto, las aportaciones de los Descriptores de Dublín [4] o los resultados del Proyecto Tuning [5] han permitido a las universidades y departamentos concretar las directrices a utilizar para transformar las actuales licenciaturas al nuevo sistema europeo: configurar un grado fuertemente adaptado a las competencias que exige el mercado laboral y un postgrado de especialización profesional o de investigación [6][7]....

    [...]

Generic learning objectives in the domain of medical device physics

[...]

Carmel J. Caruana, Jaromír Plášek
01 Jan 2004
TL;DR: A set of generic learning objectives which can be applied to the teaching of most medical devices are described which are essential to ensure a consistent and coherent approach across the curricula of the various healthcare professions and to the development of international curricula as required by, for example the Bologna process in Europe.
Abstract: It has been suggested that the role of the biomedical physics-engineering educator in faculties of health sciences should focus primarily on the functioning and effective and safe use of medical devices. This is a wideranging role which has a legal basis particularly now that the definition of the term ‚medical device‘ has been clarified in international legislation. The array, variety and complexity of medical devices is increasing rapidly with the swift advances in healthcare technology. However as medical device education is not keeping pace so are under-utilisation and the number of adverse clinical incidents arising from improper use. This paper describes a set of generic learning objectives which can be applied to the teaching of most medical devices. Such generic learning objectives are essential to ensure a consistent and coherent approach across the curricula of the various healthcare professions and to the development of international curricula as required by, for example the Bologna process in Europe. The application of this generic approach to the subsequent setting up of profession-specific learning objectives will be briefly illustrated in the area of medical imaging device physics education for radiographers.

1 citations

Cites background from "Tuning Educational Structures in Eu..."

  • ...The Tuning Educational Structures in Europe project aims at points of convergence of competencies and learning outcomes to be achieved in programmes of study within the European Higher Education Area [4, 5]....

    [...]

References
More filters
Journal Article•DOI•
Testing for Competence Rather Than for "Intelligence"

[...]

David C. McClelland1•
Harvard University1
01 Jan 1973-American Psychologist
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?
Abstract: 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. Intelligence and aptitude tests are used nearly everywhere by schools, colleges, and employers. It is a sign of backwardness not to have test scores in the school records of children. The Educational Testing Service alone employs about 2,000 people, annually administers Scholastic Aptitude Tests to thousands of aspirants to college, and makes enough money to support a large basic research operation. Its tests have tremendous power over the lives of young people by stamping some of them "qualified" and others "less qualified" for college work. Until recent "exceptions" were made (over the protest of some), the tests have served as a very efficient device for screening out black, Spanish-speaking, and other minority applicants to colleges. Admissions officers have protested that they take other qualities besides test achievements into account in granting admission, but careful studies by Wing and Wallach (1971) and others have shown that this is true only to a very limited degree. Why should intelligence or aptitude tests have all this power? What justifies the use of such tests in selecting applicants for college entrance or jobs? On what assumptions is the success of the movement based? They deserve careful examination before we go on rather blindly promoting the use of tests as instruments of power over the lives of many Americans.

3,404 citations

"Tuning Educational Structures in Eu..." refers background in this paper

  • ...7 McClelland 1973....

    [...]

  • ..., MCCLELLAND, D.C. y SPENCER, S.M. (1994): Competency Assesment Methods. History and State of the Art. Hay-McBer Research Press, Boston. THOMAS, Edward, (2000). «Increading lifelong learning in European Higher Education: the challenges and the prospects». In F2000 European Higher Education Expert Forum, Brussels, 24-25 January 2000 UNIVERSITY OF DEUSTO (2000). internal document about competences. VAN DAMME, Dirk (1999). Internationalization and quality assurance: towards worldwide accreditation? Paper commissioned for the IAUP XIIth Triennial Conference, Brussels. VAN DAMME, Dirk (2001). Higher Education in the age of Globalisation: The need for a new regulatory framework for recognition, quality assurance and accreditation. Introductory Paper for the UNESCO Expert Meeting Paris VAN DEN BERGHE, W. (1997). La calidad de la enseñanza y formación profesional en Europa: cuestiones y tendencias. CEDEFOP, Salónica. VARGAS, F.; CASANOVA, F. y MONTANARO, L. (2001). El enfoque de competencia laboral: manual de formación. Montevideo: Cinterfor. VILLA, Aurelio (2001). Marco pedagógico de la Universidad de Deusto....

    [...]

  • ..., MCCLELLAND, D.C. y SPENCER, S.M. (1994): Competency Assesment Methods. History and State of the Art. Hay-McBer Research Press, Boston. THOMAS, Edward, (2000). «Increading lifelong learning in European Higher Education: the challenges and the prospects»....

    [...]

  • ..., MCCLELLAND, D.C. y SPENCER, S.M. (1994): Competency Assesment Methods. History and State of the Art. Hay-McBer Research Press, Boston. THOMAS, Edward, (2000). «Increading lifelong learning in European Higher Education: the challenges and the prospects». In F2000 European Higher Education Expert Forum, Brussels, 24-25 January 2000 UNIVERSITY OF DEUSTO (2000). internal document about competences. VAN DAMME, Dirk (1999). Internationalization and quality assurance: towards worldwide accreditation? Paper commissioned for the IAUP XIIth Triennial Conference, Brussels. VAN DAMME, Dirk (2001). Higher Education in the age of Globalisation: The need for a new regulatory framework for recognition, quality assurance and accreditation. Introductory Paper for the UNESCO Expert Meeting Paris VAN DEN BERGHE, W. (1997). La calidad de la enseñanza y formación profesional en Europa: cuestiones y tendencias. CEDEFOP, Salónica. VARGAS, F.; CASANOVA, F. y MONTANARO, L. (2001). El enfoque de competencia laboral: manual de formación. Montevideo: Cinterfor. VILLA, Aurelio (2001). Marco pedagógico de la Universidad de Deusto. WILLIAMS, Peter (2002). QAA. Council of Universties. Transparency for European Higher Education. Madrid. WRIGHT, P. (1995) Draft paper «Identifying the Notion of Graduateness» HEQC Quality Enhancement Group, London....

    [...]

  • ..., MCCLELLAND, D.C. y SPENCER, S.M. (1994): Competency Assesment Methods. History and State of the Art. Hay-McBer Research Press, Boston. THOMAS, Edward, (2000). «Increading lifelong learning in European Higher Education: the challenges and the prospects». In F2000 European Higher Education Expert Forum, Brussels, 24-25 January 2000 UNIVERSITY OF DEUSTO (2000). internal document about competences. VAN DAMME, Dirk (1999). Internationalization and quality assurance: towards worldwide accreditation? Paper commissioned for the IAUP XIIth Triennial Conference, Brussels. VAN DAMME, Dirk (2001). Higher Education in the age of Globalisation: The need for a new regulatory framework for recognition, quality assurance and accreditation....

    [...]

Book•
Medical Education in the United States and Canada: A Report to the Carnegie Foundation for the Advancement of Teaching

[...]

Abraham Flexner
10 Aug 2009

1,070 citations

Journal Article•DOI•
League Tables and Their Limitations: Statistical Issues in Comparisons of Institutional Performance

[...]

Harvey Goldstein1, David Spiegelhalter2•
Institute of Education1, Medical Research Council2
01 May 1996-Journal of The Royal Statistical Society Series A-statistics in Society
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.
Abstract: SUMMARY In the light of an increasing interest in the accountability of public institutions, this paper sets out the statistical issues involved in making quantitative comparisons between institutions in the areas of health and education. We deal in detail with the need to take account of model-based uncertainty in making comparisons. We discuss the need to establish appropriate measures of institutional 'outcomes' and base-line measures and the need to exercise care and sensitivity when interpreting apparent differences. The paper emphasizes that statistical methods exist which can contribute to an understanding of the extent and possible reasons for differences between institutions. It also urges caution by discussing the limitations of such methods.

1,051 citations

Journal Article•DOI•
Effectiveness of problem-based learning curricula: theory, practice and paper darts.

[...]

Geoffrey R. Norman1, Henk G. Schmidt1•
McMaster University1
01 Sep 2000-Medical Education
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.
Abstract: In a recent review article, Colliver concluded that there was no convincing evidence that problem-based learning was more effective than conventional methods. He then went on to lay part of the blame on cognitive psychology, claiming that 'the theory is weak, its theoretical concepts are imprecise. the basic research is contrived and ad hoc'. This paper challenges these claims and presents evidence 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.

723 citations

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

[...]

Kenneth M. Ludmerer
01 Jan 1999
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.
Abstract: Already the recipient of extraordinary critical acclaim, this magisterial book 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. Kenneth M. Ludmerer describes the evolution of American medical education from 1910, when a muck-raking report on medical diploma mills spurred the reform and expansion of medical schools, to the current era of managed care, when commercial interests once more have come to the fore, compromising the training of the nation's future doctors. Ludmerer portrays the experience of learning medicine from the perspective of students, house officers, faculty, administrators, and patients, and he traces the immense impact on academic medical centers of outside factors such as World War II, the National Institutes of Health, private medical insurance, and Medicare and Medicaid. Most notably, the book explores the very real threats to medical education in the current environment of managed care, viewing these developments not as a catastrophe but as a challenge to make many long overdue changes in medical education and medical practice. Panoramic in scope, meticulously researched, brilliantly argued, and engagingly written, Time to Heal is both a stunning work of scholarship and a courageous critique of modern medical education. The definitive book on the subject, it provides an indispensable framework for making informed choices about the future of medical education and health care in America.

534 citations

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Guy Le Boterf
Diez nuevas competencias para enseñar

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[...]

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[...]

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