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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
Journal Article•DOI•
Valoración de las competencias de Psicología: Estudio exploratorio en muestras de estudiantes y profesionales activos

[...]

Ximena Alejandra Suárez1•
Arturo Prat University1
29 Jun 2011
TL;DR: In this article, the authors characterized the perception of valuation importance of eight competencies related to psychologist's profession, as well as the self-assessment in those competencies were characterized and compared.
Abstract: The perception of valuation importance of eight competencies related to psychologist's profession, as well as the self-assessment in those competencies were characterized and compared. A sample of 58 psychologists from the Region of La Araucania (Chile) and 46 students in the last courses of the career in a State University of the same Region was assessed. The results show a higher valuation of the competencies of diagnosis and psychological intervention in both groups. It was also found that the sample of professionals ascribe more importance to all competencies, as well as a lower valuation of competencies in self-assessment for the sample of students, when compared to the perception of the importance that they attribute to them.

13 citations

Journal Article•
Un estudio de casos basado en el análisis de competencias para el nuevo maestro/a experto en Nuevas Tecnologías Aplicadas a la Educación

[...]

Inés Ruiz Requies, Rocío Anguita Martínez, Iván Manuel Jorrín Abellán
01 Jan 2006-RELATEC: Latin American Journal of Educational Technology
TL;DR: In this paper, the authors present a survey of the planteamientos metodologicos empleados in the asignatura Nuevas Tecnologias aplicadas a la Educación impartida in las titulaciones de formacion inicial de maestros en la Facultad de Educacion and Trabajo Social de la Universidad de Valladolid.
Abstract: El articulo que presentamos analiza los planteamientos metodologicos empleados en la asignatura Nuevas Tecnologias aplicadas a la Educacion impartida en las titulaciones de formacion inicial de maestros en la Facultad de Educacion y Trabajo Social de la Universidad de Valladolid. La asignatura ha sido disenada siguiendo las lineas del Computer Supported Collaborative Learning (CSCL) (Koschmann, 1996) y del aprendizaje por proyectos (PBL) (Thomas, 2000).De forma paralela a la innovacion se ha desarrollado un proceso de investigacion, durante el bienio 2004-2006, empleandose una metodologia de estudio de casos expuesta en su libro “The Art of case study research” (Stake, 1995). La motivacion central del estudio ha sido la de identificar las habilidades y competencias desarrollas por el alumnado y el profesorado en la asignatura al poner en practica un proyecto un proyecto colaborativo mediado por tecnologia de forma colaborativa. El caso recoge las experiencias implementadas y las conclusiones obtenidas en la asignatura dentro de la Especialidad de Educacion Musical durante el curso 2004-2005, y en la especialidad de Educacion Social en el curso 2005-2006. Nuestro estudio pretende mostrar un posible diseno curricular basado en competencias adaptado a los nuevos planes de estudios propuestos dentro del Espacio Europeo de Educacion Superior.

13 citations

Journal Article•
Valoraciones del profesorado universitario sobre las acciones que pueden favorecer el proceso de convergencia europea

[...]

Mercedes González Sanmamed, Manuela Raposo Rivas
01 Jan 2009-Revista De Educacion
TL;DR: In this article, the authors studied the perspectives of university professors on different aspects of the European Convergence process and indicated what actions should be taken to ease the transition and adoption of the new model of higher education proposed in the Bologna agreements.
Abstract: Building the European Higher Education Area (EHEA) demands to take different initiatives to facilitate the adaptation and harmonisation of the European higher education systems. Keeping in mind the important role of the teaching staff in this process, we studied the perspectives of university professors on different aspects of the European Convergence process. This article presents the results obtained and indicates what actions should be taken to ease the transition and adoption of the new model of higher education proposed in the Bologna agreements. The findings point out that these actions should be applied to the two main constituents of the teaching-learning process: the faculty and the students. Indeed, the teaching staff considers the microcosm of the classroom and teaching center as most important when defining, promoting and institutionalizing the changes to be applied. Hence, the professional perspective, which is more approachable and manageable, has greater weight than the political and administrative views, which are perhaps more distant and inaccessible. The process of convergence is seen by the teaching staff as an opportunity to improve higher education, we need to take an introspective look at ourselves as teachers to review what we do: how we teach, why we do it, and what for. It is a way to reconsider ‘what’ and ‘how’ our students learn. Furthermore, the teaching staff also insists in the fact that there are several structural, administrative and organizational aspects, of greater or lesser political influence but with clear didactic and curricular impact, that should also be reconsidered.

13 citations

Journal Article•DOI•
La Función Tutorial del Profesorado Universitario: Una Nueva Competencia de la Labor Docente en el Contexto del EEES

[...]

Pedro Ricardo Álvarez Pérez1•
University of La Laguna1
01 Jan 2013
TL;DR: In this article, the role of tutoring is defined as an integrated teaching task, which involves a personalized interaction between the tutor and the students, in order to monitor their learning process and define their personal projects at the end of the degree.
Abstract: The changes introduced by the European Higher Education Area model have enhanced the processes of students’ guidance within the Internal Quality Assurance Systems. In this context, tutoring is defined as an integrated teaching task, which involves a personalized interaction between the tutor and the students, in order to monitor their learning process and define their personal projects at the end of the degree. Focusing on the role of tutor performed by the teachers and making use of a descriptive research methodology, this paper presents the results obtained using a sample of 43 tutors who developed a career tutoring programme. From the teachers’ points of view, the results show the difficulties encountered throughout the development of the programme, mainly due to the low participation of students and the inadequacy of the timetables.

13 citations

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

  • ...Frente a la tendencia de querer enseñarlo todo, en el modelo formativo de la Convergencia Europea se pone el énfasis en proporcionar las herramientas adecuadas para que los estudiantes aprendan de forma autónoma y guiada las competencias básicas de cada área profesional (González & Wagenaar, 2003)....

    [...]

Journal Article•DOI•
Assessing the competences associated with a nursing Bachelor thesis by means of rubrics.

[...]

Mireia Llaurado-Serra1, Encarnación Rodríguez1, Albert Gallart1, Pilar Fuster1, Cristina Monforte-Royo1, M.Á. De Juan1 •
International University Of Catalonia1
17 Apr 2018-Nurse Education Today
TL;DR: A system of rubrics for assessing the competences associated with the Bachelor thesis of a nursing degree is designed, to examine the system's reliability and validity and to analyse results in relation to the final thesis mark.

13 citations

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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Diez nuevas competencias para enseñar

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Testing for Competence Rather Than for "Intelligence"

[...]

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[...]

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