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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
Journal Article•
Similitudes entre el proceso de convergencia en el ámbito de la educación superior Europeay la adopción del aprendizaje basado en problemas en la E.U.I. Vall dHebron de Barcelona

[...]

Maria Dolors Bernabeu Tamayo, Maria Cònsul Giribet
01 Jan 2004-Revista Interuniversitaria de Formación del Profesorado
TL;DR: In this paper, La Escuela Universitaria de Enfermeria Vall d’Hebron de Barcelona ha llevado a cabo una experiencia de innovacion docente con la adopcion de la metodol...
Abstract: Resumen es: La Escuela Universitaria de Enfermeria Vall d’Hebron de Barcelona ha llevado a cabo una experiencia de innovacion docente con la adopcion de la metodol...

7 citations

Journal Article•
A Systematic Approach to the Pedagogic Design of Final Year Projects: Learning Outcomes, Supervision and Assessment*

[...]

Rubén Fraile1, Irina Argüelles, Juan C. González, Juana M. Gutiérrez Arriola, Juani Godino, Cesar Benavente, Lui Arriero, David Oses •
Technical University of Madrid1
01 Jan 2010-International Journal of Engineering Education
TL;DR: In this paper, a pedagogic design for final year projects in engineering university studies is presented, which includes a definition of the expected learning outcomes, a supervision scheme for final-year projects and an assessment process.
Abstract: Final Year Projects (FYPs) are nowadays relevant elements of university studies leading to several kinds of degrees. However,according to literature, most often the educational purposes of FYPs and their assessment procedures and criteria remain unspecified.This fact usually affects student performance and, consequently, it negatively nuances the educational aim of the FYP. Within thispaper, the authors report on an effort to define a pedagogic design for final year projects in engineering university studies. This designincludes a definition of the expected learning outcomes, a supervision scheme for final year projects and an assessment process. Thedefinition of the expected learning outcomes has been made based on competences. Such a definition has served as a basis for designinga supervision process coherent with the expected educational outcomes. The competence-based definition of the educational outcomes has also been used as a reference for designing the assessment system. Crucial aspects of this systematic approach are the competence-based definition of educational outcomes, the relation among educational outcomes, supervision process and assessment procedure andcriteria and the methodology for mark weighting. Nevertheless, the applied methodology allows for easy adaptation of specific aspectsto different contexts.

7 citations

Análisis de los hábitos de trabajo autónomo de los alumnos de cara al sistema de créditos ECTS

[...]

Agustín Cernuda del Río, Daniel Gayo Avello, Luis Vinuesa Martínez, Alberto Manuel Fernández Álvarez, M. Cándida Luengo Díez 
01 Jan 2005
TL;DR: The work in this paper refleja un proceso de análisis de hábitos de trabajo autónomo durante el segundo cuatrimestre del curso 2003-2004, in una asignatura de Metodología de la Programación.
Abstract: El nuevo sistema de créditos ECTS obliga a tener en cuenta el tiempo de trabajo autónomo del alumno. Aunque los profesores suelen hacer estimaciones, rara vez cuentan con datos reales. En este artículo se refleja un proceso de análisis de hábitos de trabajo autónomo durante el segundo cuatrimestre del curso 2003-2004, en una asignatura de Metodología de la Programación. Además de ofrecer información específica que puede ser utilizable en circunstancias parecidas, se pretende plantear una posible vía de actuación para realizar estudios similares en otras asignaturas.

7 citations

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

  • ...Según conclusiones del denominado Proyecto Tuning [5], el sistema de créditos ECTS que contribuirá a dimensionar y hacer comparables los programas de estudio en el marco del proceso de Bolonia constituye una importante herramienta para el diseño del currículo....

    [...]

  • ...En [5] se añade que aún no está resuelto “el cálculo del trabajo o carga académica del estudiante” en términos de créditos, entre otras cosas porque este trabajo “está en una gran medida relacionado con cada disciplina y por lo tanto está y tiene que estar determinada [sic] por el profesorado”....

    [...]

  • ...[5] Julia González, Robert Wagenaar (editores)....

    [...]

Journal Article•DOI•
Nutrition, dietetics and food sciences degrees across Europe

[...]

M. Cuervo1, U. Brehme, I.M. Egli, I. Elmadfa, A. Gronowska-Senger, Inge Tetens, J.A. Martínez, Francesco Branca •
University of Navarra1
01 Jan 2007-Annals of Nutrition and Metabolism
TL;DR: Comparable qualifications within the EU would support the European labour market, enabling nutritionists, dieticians and other food, health or social professionals to study and work more easily and comfortably throughout the European Union in Food and Nutrition issues.
Abstract: academic authorities, scientific societies and professional organizations should make a great effort of integration and collaboration. In this context, the nutrition and dietetics practice across Europe as well as food sciences implementation are, nowadays, diverse and have evolved to meet the needs of the users, patients and consumer demands within each country. The qualification is nationally regulated in some European countries, but often it is not comparable across Europe. The titles are only differentiated in a minority of countries. Comparable qualifications within the EU would then support the European labour market, enabling nutritionists, dieticians and other food, health or social professionals to study and work more easily and comfortably throughout the European Union in Food and Nutrition issues. Within Europe, nutritionists, dieticians and food scientists find themselves practising in the following main areas: administrative, clinical, public health or community, marketing and research. Administrative positions are those focused primarily within food service management with responsibility for providing nutritionally adequate, quality food to individuals or groups of healthy or diseased, living in an institution or a community setting. Clinical professionals are those who have duties for planning, education, supervision and evaluation of a clinically devised eating plan to restore the patient to functional nutritional health, who can work in primary

7 citations

Journal Article•DOI•
Croatian Teacher Competencies Related to the Creation and Implementation of Education Policy

[...]

Vesna Kovač, Branko Rafajac, Iva Buchberger
31 Dec 2014-CEPS Journal : Center for Educational Policy Studies Journal
TL;DR: In this paper, the authors present a survey on the role of Schulpadagogia in the development of a curriculum for Schul-padagogic education, including the following topics:
Abstract: CEPS Journal 4 (2014) 4, S. 51-73 Padagogische Teildisziplin: Schulpadagogik; Bildungsorganisation, Bildungsplanung und Bildungsrecht;

7 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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[...]

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[...]

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