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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:

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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
More filters
Proceedings Article•DOI•
Toma de decisiones en estudiantes de Grado de Ciencia Política y Administración - [Decision-making in Political Science and Administration degree students]

[...]

Nuria Rodríguez Ávila, Maria Carme Riera i Prunera
01 Jan 2017
TL;DR: In this paper, a survey conducted among students from the 2006-2007 to the 2012-2013 academic courses, for the subject Social Structure, a compulsory subject with 6 ECTS credits, was used to reduce the dimensionality of the variables.
Abstract: Decision making is one of the main competencies graduates in Political Science and Administration should achieve. We analyzed a survey conducted among students from the 2006-2007 to the 2012-2013 academic courses, for the subject Social Structure, a compulsory subject with 6 ECTS credits. We used a multivariate analysis to reduce the dimensionality of the variables. Four factors were retained and then we applied a multinomial logistic regression model. The results indicate that (1) three of the factors have a positive influence on the probability to move from a null to a large decision making ability, and (2) the higher the decision making capacity, the more factors end up exerting a positive influence.
PROYECTO DE INNOVACIÓN EDUCATIVA: APLICACIÓN DE LA HERRAMIENTA APRENDER PENSANDO NIVEL UNIVERSITARIO (HAPu) ADAPTADA A FORMATO ELECTRÓNICO

[...]

Mª Francisca Calleja González, Mª. A. Inmaculada Calleja González, María Aránzazu Simón Hurtado, Quiliano Isaac Moro Sancho, Isaac Mañanes Esteban, Amalia Rodríguez González, Pilar Calvo Caballero, Ana Ortega Álvarez, Benjamín Peñas Moyano, Ma. Lourdes Espinilla Herrarte, Carmen Martinez, Camino Curero Leo, Cristina Junquera Berzal, Rocío Berenguer Sánchez 
01 Jun 2011
Journal Article•DOI•
La homologación de la competencia profesional en el ámbito de los mecanismos alternativos de solucion de controversias

[...]

Raquel Rodríguez González1•
Universidad Autónoma de Nuevo León1
31 Aug 2021
TL;DR: In this paper, the authors highlight the need not to lose focus on the homologation of the professional competence of those who intheir duty to be and do contribute to the resolution of disputes from a perspective of professionalrecognition.
Abstract: Professional competence is currently one of the central issues in the context of any work activity, sincewithin the constant changes of the social context, needs arise that demand quality of specializedtraining, favorable conditions that obviously favor the field of Alternative Mechanisms of DisputeResolution, referring specifically to the facilitator’s intervention, which is a recognized figure even inthe legislation. This is concerned with leading the parties in conflict to the creation of solutions integratingfor the activity indicated the theoretical and practical knowledge that the law establishes, atthe same time as adhering to their own experience, competence, and discipline. This article reflectson the need not to lose focus on the homologation of the professional competence of those who intheir duty to be and do contribute to the resolution of disputes from a perspective of professionalrecognition. Likewise, proposals are made in relation to disciplinary competence, given the diverseprofessions that are involved and that assume the role of facilitator, which if not addressed underoutlined capacities, will generate discrepancies with unwanted results, which is highlighted in thesame on the importance of intervening in these procedures from the professional formality, and in aplane of homologated and certified knowledge.
Proceedings Article•DOI•
Competencia transversal “Aprendizaje Permanente”: experiencia en la asignatura Transductores e Instrumentación Acústica

[...]

Jesús Alba Fernández1, Romina del Rey Tormos1•
Polytechnic University of Valencia1
24 Jun 2016
TL;DR: The asignatura "Transductores e Instrumentacion Acustica" de la titulación del Grado en Ingenieria de Sistemas de Telecomunicacion, Sonido e Imagen es punto de control de dicha competencia as mentioned in this paper.
Abstract: El aprendizaje permanente es una de las competencias transversales que la Universitat Politecnica de Valencia pretende acreditar. La asignatura “Transductores e Instrumentacion Acustica” de la titulacion del Grado en Ingenieria de Sistemas de Telecomunicacion, Sonido e Imagen es punto de control de dicha competencia. En el curso 2015-2016 se han puesto en marcha mecanismos para trabajarla en la asignatura y para poder evaluarla. En este trabajo se resume la experiencia de este curso, y se valoran fortalezas y debilidades de la propuesta inicial, pensando en posibles mejoras para el proximo curso.
La evaluación por competencias a través de la e-Carpeta de aprendizaje

[...]

Martín García1, Juan Manuel•
University of Granada1
01 Jan 2012
TL;DR: A traves of the e-Carpeta de Aprendizaje (e-CARA) are used to evaluate the competencias a traves de the Proyecto de Innovacion Docente as discussed by the authors.
Abstract: Resumen Este trabajo sobre evaluacion por competencias a traves de la e-Carpeta de Aprendizaje es el resultado de la puesta en marcha de un Proyecto de Innovacion Docente incluido dentro del Programa de Innovacion y Buenas Practicas Docentes financiado por la Unidad de Innovacion Docente de la Universidad de Granada durante el curso academico 2009/2010 Ha sido desarrollado en el seno del Departamento de Historia del Arte y Musica de la Facultad de Filosofia y Letras a traves de su implantacion en asignaturas y materias de las titulaciones adscritas, directa e indirectamente, a sus areas de conocimiento (Historia del Arte e Historia y Ciencias de la Musica)
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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