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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•
Perfil diferencial de la competencia docente psicoinstruccional entre el Cuerpo de Maestros y el de profesores de Enseñanza Secundaria del Sistema Educativo Español actual

[...]

Juan Antonio Valdivieso, Ángel Carbonero Martín, Luís Jorge, Martín Antón, Natalia Reoyo Serrano, Paseo de Belén 
01 Jan 2012-International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología
TL;DR: In this paper, the authors define effective teaching style as an organized and interactive teaching skill that is structured, in turn, in a group of variables: self-effectiveness, planning, conflict resolution, communication and social skills.
Abstract: espanolLa calidad del desarrollo profesional docente, requiere de la elaboracion de unos criterios profesionales (habilidades, competencias y responsabilidades) que permitan establecer una relacion positiva entre el estilo de ensenanza del profesor y el estilo de aprendizaje del estudiante Los docentes, en la medida de lo posible, tienen que conocer sus propios estilos de ensenanza para saber como influyen sus percepciones, interacciones, actitudes, etc… en el proceso de ense- nanza-aprendizaje y, a la vez, conocer los estilos del alumnado para reforzarlos Nuestra propuesta se justifica en la definicion de “estilo de ensenanza eficaz”, como un conjunto organizado e interactivo de competencias docentes que se vertebran, a su vez, en un grupo de variables: autoeficacia, planificacion, resolucion de conflictos, comunicacion y habilidades sociales Nuestra investigacion se ha basado en el analisis comparativo de datos de tipo descriptivo de los resultados de una muestra de profesorado en activo de Educacion Primaria y de Profesores de Ensenanza Secundaria que imparten docencia en cursos de la Educacion Secundaria Obligatoria Las variables de “Planificacion”, “Resolucion de Conflictos” y “Comunicacion Verbal” poseen una autopercepcion semejante entre el profesorado de ambas muestras estudiadas Sin embargo, las de “Autoeficacia”, “Comunicacion No Verbal” e “Interaccion-Convivencia” sean dispares en las muestras elegidas EnglishThe quality of professional development teaching, requires the development of professional criteria (skills, competences and responsibilities) that establish a positive relationship between the teachers’ teaching style and the students’ learning styleTeachers, as far as possible, must be aware of their own teaching styles so as to learn how to influence their perceptions, interactions, attitudes, in the teaching-learning process and, in turn, learn about the learning styles of their students in order to strengthen them Our proposal is justified by the definition of ‘effective teaching style’ as an organized and interactive teaching skill that is structured, in turn, in a group of variables: self-effectiveness, planning, conflict resolution, communication and social skills Our research has been based on the comparative analysis of descriptive type data from the results of a sample of active Primary and Secondary Teachers who teach courses in Compulsory Secondary Education The variables of “Planning”, “Conflict Resolution” and “Verbal Communication” have a similar perception among teachers of both samples However, the “Self-effectiveness”, “Nonverbal Communication” and “Interaction-Coexistence” are different among the samples chosen

6 citations

DOI•
Comparative research in the field of professional education of preschool teachers: comparative content analysis as a method of authentic interpretation of concepts

[...]

Nataliia I. Melnyk1, Alla Bogush2, Valentyna M. Vertuhina, Nataliia D. Trofaila3, Nadiia V. Rohalska •
National Aviation University1, South Ukrainian National Pedagogical University named after K. D. Ushynsky2, Pedagogical University3
20 Jul 2021
TL;DR: In this article, the authors reveal the theoretical aspects of comparative content analysis in comparative pedagogical research, which consist in: objectivity of system and quantitative description of the available content of the term, counting the semantic units represented in the information array that are determined, conclusion and rigour of a procedure; quantification of text with subsequent interpretation of the results of the analysis.
Abstract: The article is devoted to the disclosure of psycholinguistic aspects of comparative research, in particular the specifics of speech and thinking activities of the comparativist in the application of comparative content analysis of Ukrainian and English scientific pedagogical terminology. Theoretical aspects of comparative content analysis in comparative pedagogical research are revealed, which consist in: objectivity of system and quantitative description of the available content of the term; counting the semantic units represented in the information array that are determined; objectivity of conclusions and rigour of a procedure; quantification of text processing with the subsequent interpretation of the results of the analytical review of the phenomenon under study. It is determined that the speech-thinking activity of a comparativist is characterised by a step-by-step and complex of complementary, interconnected operations, which consist of the following components: motivationaltarget, cognitive-semantic, reproductive-activity, creative-active,evaluative-reflexive. It was determined that the methodological aspects of the application of comparative content analysis are the necessity to separate units for analysis, the formation of a sample that will ensure the authenticity of the interpretation of the concept in the domestic research-pedagogical thesaurus.

6 citations

Journal Article•DOI•
An Integral Pedagogical Strategy for Teaching and Learning IoT Cybersecurity

[...]

Julia Sánchez1, Adrià Mallorquí1, Alan Briones1, Agustín Zaballos1, Guiomar Corral1 •
La Salle University1
17 Jul 2020-Sensors
TL;DR: Students’ feedback is included to corroborate the innovation, the suitability of the acquired skills, and the overall student satisfaction with the related courses and consequently with the proposed IoT cybersecurity pedagogical strategy.
Abstract: Internet of Things (IoT) has become a fundamental content of any engineering program due to the emerging need of experts in this field. However, the complexity of technologies that interact in IoT environments and the amount of different professional profiles required to design, implement and manage IoT environments, considering cybersecurity as a must, has led to a huge challenge in the educational world. This paper proposes an integral pedagogical strategy for learning IoT cybersecurity structured in three different stages, in a higher education institution. These stages focus not only on the content about IoT and cybersecurity but also on the competencies to acquire, the most suitable learning methodologies and the expected learning outcomes. The association of these concepts in each stage is detailed. Examples of courses are explained, the related competencies and learning outcomes are specified, and the contents and methodologies to achieve the expected results are described. An analysis of student results and stakeholder evaluations is provided to verify if the pedagogical strategy proposed is suitable. Furthermore, students’ feedback is included to corroborate the innovation, the suitability of the acquired skills, and the overall student satisfaction with the related courses and consequently with the proposed IoT cybersecurity pedagogical strategy.

6 citations

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

  • ...As stated before, Project Tuning [19], since it is one of the most widespread in the university field, it classifies the competencies into two broad groups: generic and specific....

    [...]

  • ...Types of Generic Competencies As stated before, Project Tuning [19], since it is one of the most widespread in the university field, it classifies the competencies into two broad groups: generic and specific....

    [...]

Journal Article•DOI•
Quality Pursuit: an academic informed, evidence-based approach to Assurance of Learning

[...]

Rose Nash1, Jo-Anne Kelder1, Anne-Marie M. Williams1, Leonie Ellis1•
University of Tasmania1
22 May 2020
TL;DR: The 360 Quality Pursuit (360QP) approach to AoL is underpinned by a social constructivist approach to knowledge development, designed by a University of Tasmania Community of Practice that evolved into an inter-institutional action research team as discussed by the authors.
Abstract: Higher education is governed by national quality standards with increasing expectations that teaching staff engage in quality assurance processes, including Assurance of Learning (AoL). AoL recommends a teaching team approach to measure student learning outcomes against specific course goals. Appropriate skills and allocated time are essential to support staff to ensure the curriculum is designed to comprehensively address student learning and develop knowledge, skills and desired graduate capabilities. The 360 Quality Pursuit (360QP) approach to AoL is underpinned by a social constructivist approach to knowledge development, designed by a University of Tasmania Community of Practice that evolved into an inter-institutional action research team. 360QP is a six-segment, semi-formal quality enhancement program that can be applied to any educational activity or level of organisation (e.g. unit, course or college). Using a regulatory compliance lens for AoL can adversely constrain the focus of professional development (PD) and limit staff engagement. This paper combines the findings from our scoping review with data collected from five national workshops. Workshop participants were invited to explore the 360QP segments, share case studies and offer their top PD wish list items. This culminated in the identification of 15 conditions that academics believe are required to support AoL.

6 citations

Definition of the educational outcomes of final year projects

[...]

Rubén Fraile1, Irina Argüelles1, J. C. Gonzalez de Sande1, J M. Gutierrez Arriola1, J. I. Godino Llorente1, L. Arriero Encinas1, D. Oses del Campo1, C. Benavente Peces1 •
Technical University of Madrid1
01 Jan 2009
TL;DR: In this paper, the authors defined the expected learning outcomes of final year projects in engineering graduation studies and defined a framework that can serve both students and lecturers to share expectancies on the educational aspects of the project and, on the other hand, it is intended to be useful also as a basis for a later definition of project evaluation process and criteria.
Abstract: Project-based learning is nowadays widely accepted as an appropriate didactic methodology for developing generic and specific skills in an integrated fashion. Moreover, the intrinsic dynamics of a project often bring to the students an additional motivation that impels them towards acquiring either broader or deeper knowledge of their subjects. In engineering education, the relevance of projectbased learning has been recognised for a long time, due to its close relationship with the professional activities of engineers. For this reason, university courses on engineering have traditionally ended with the students carrying out a personal pre-graduation project, usually named “final year project”. The current convergence process in the structures of European high education systems is being accompanied, in parallel, by a redesign of many educational programmes. Such redesign includes the definition of the learning outcomes of each course in terms of skills or competences. Most significantly, it is being highlighted that each course should not only contribute to the students developing skills that are specific to the subject of that course, but they should also develop skills that characterise them as university graduates, no matter on which subject. In fact, in authors’ view, convergence in generic skills and not convergence in course structures should be the core of the building process of the European Higher Education Area. In this context, the inclusion of learning strategies, such as project-based learning, in university courses that allow integrating the development and evaluation of both generic and specific skills is acquiring an increasing relevance. Again, the specifics of technology and engineering make projectbased learning of distinct importance in this field and they also make it necessary to care particularly for the pedagogical design and implementation of final year projects. Nevertheless, independently of the technical quality of their contents, final year projects in many universities are not well structured from the pedagogical point of view. With this situation in mind, within this paper the authors report on an effort to define the expected learning outcomes of final year projects in engineering graduation studies. While these outcomes are both specific and generic, special attention has been given to generic skills, hence defining a framework that should be useful in different engineering fields. This work has a twofold aim: on the one hand it can serve both students and lecturers to share expectancies on the educational aspects of the project and, on the other hand, it is intended to be useful also as a basis for a later definition of the project evaluation process and criteria. The reported definition process of educational objectives of the final year project has followed a topdown approach. Within this approach, learning outcomes have been structured in four levels of detail: classes of competences, competences, learning objectives and project achievements.

6 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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