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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
Proceedings Article•DOI•
A learner profile analysis based on competences to improve online teaching strategies

[...]

Ana-Elena Guerrero-Roldán1, M. Elena Rodríguez1•
Open University of Catalonia1
01 Oct 2014
TL;DR: The purpose of this article is to analyze the online learner profile, through an initial assessment, to know if there is a gap between the expected competences and the real ones, and introduced some recommendations and learning strategies to teachers in order to reduce the gap.
Abstract: European Universities are developing Bachelor degrees according the European Higher Education Area which focuses on the acquisition of a set of cross curricula and specific competences. The educational models are now centered on activities as a means for learners to achieve new competences improving their performance and skills. The purpose of this article is to analyze the online learner profile, through an initial assessment, in order to know if there is a gap between the expected competences and the real ones. This study focuses on some online courses with a set of specific Computer Engineering competences related to Math, Logic and Programming. Using a mixed methodology that combines a qualitative and quantitative data, the online learner profile is analyzed. The paper provides a detailed description about findings, seeking causes and providing guidelines, for improving the learning process based on competences. To conclude, it is introduced some recommendations and learning strategies to teachers in order to reduce the gap.

5 citations

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

  • ...At European educational level, the Tuning report [14] is one of the most used....

    [...]

Journal Article•DOI•
Developing Reflection on Competence-Based Learning: The Russian Experience with the Tuning Approach.

[...]

Anna Serbati1, Alessio Surian1•
University of Padua1
04 Jul 2014
TL;DR: In this paper, the Tuning Russia project aims at providing an overview of the impact of the tuning methodology and outcomes concerning University teaching, learning, and assessment activities, and identifies: the most relevant results and "lesson learnt" during the project; tools/concepts/experiences that involved teachers found most interesting; strengths and weaknesses; the usefulness of working with colleagues from different Russian universities; and the level of sharing of the tuning methodology with other colleagues within participating Universities.
Abstract: The paper focuses on the Tuning Russia project. It aims at providing an overview of the impact of the Tuning methodology and outcomes concerning University teaching, learning, and assessment activities. It identifies: the most relevant results and “lesson learnt” during the project; tools/concepts/experiences that involved teachers found most interesting; strengths and weaknesses; the usefulness of working with colleagues from different Russian universities; and the level of sharing of the Tuning methodology with other colleagues within participating Universities. The empirical data for the study were drawn from a qualitative questionnaire with open questions filled-in by the members of the subject area group “Social Work” involved in the Tuning Russia project. The respondents were six academic teachers from different Russian universities and two European Tuning experts. This reflection by academic teachers upon the initial implementation of the Tuning approach in Russia highlights the opportunities to explore methods of establishing and improving communities of practice in the field of competence-based higher education curriculum development. Results highlight the need to develop further work concerning both summative and formative evaluation in relation to competence-based curricula review in higher education Published online : 4 July 2014

5 citations

Book Chapter•DOI•
Working in Terms of Competences: Activities Designed Using Active Methodologies

[...]

Rosario Vilaplana, Oscar Gomis, Antonio Hyder
01 Mar 2010
TL;DR: In this paper, Gonzalez et al. discussed the role of lecturers in the adoption of the ECTS (European Credit Transfer and Accumulation System) and proposed a conceptual reform of the organisation of the Higher Education curriculi, as new models of training are to be created based on student's own work.
Abstract: Spanish Higher Education is converging towards the creation of a European space of mutual recognition of University degrees. In order to achieve this objective, three changes have been introduced: a regulation that affects the structure of degrees, a common measurement system for the accomplishment of degree recognition (the ECTS) and a quality control system. The adoption of the ECTS (European Credit Transfer and Accumulation System) involves a conceptual reform of the organisation of the Higher Education curriculi, as new models of training are to be created based on student’s own work. Universities must design new curriculi based on the development of competences that prepare students for accomplishing functions and tasks specified in their academic and professional profiles. In other words, there is an increasing concern that a significant result of this process will consist of a transition towards a new Higher Education system, highly based on student’s own work. On the other hand, there is evidence concerning the two main facts that influence student’s learning. First, students improve their own learning when doing, making, writing, designing, creating, and solving. Passivity dampens students' motivation and curiosity. Second, when students enrol in a course of their own choice, their learning motivation increases. Therefore, two of the main implications of this new model are that students are now relocated to the centre of the educational system, and training is now oriented towards to achievement of results. In other words, we are evolving from a system based on the traditional transmission of knowledge, to a new one based on the development of competences (ICE, 2006; Gonzalez & Wagenar, 2003). Moreover, every degree’s competences must be based both on the identity of the profession to be undertaken by students and by demands in labour. This facilitates the identification of the necessary educative elements for achieving the established goals, and implies that within each subject, lecturers must develop activities that will allow students to develop the competences established in their academic profiles. Therefore, this new system also implies a change in the role of lecturers. In Sect. 2 we explore in further detail the changes in the role of the lecturer. In Sect. 3, we elaborate on the meaning of “working in terms of competences”, lay out the competences 22

5 citations

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

  • ...In other words, we are evolving from a system based on the traditional transmission of knowledge, to a new one based on the development of competences (ICE, 2006; Gonzalez & Wagenar, 2003)....

    [...]

Developing tools to improve generic competences assessment: the e-Competentis project

[...]

M. Edwards-Schachter
26 Aug 2011
TL;DR: In this paper, the authors present a research project carried out in order to support competency-based assessment practices which includes the creation of a public collaborative space (http://www.ecompetentis.es) for teacher's activities with assessment tools, innovation resources, research projects and a collection of good practices and experiences for generic competences assessment.
Abstract: This paper reports a research project carried out in order to support competency-based assessment practices which includes the creation of a public collaborative space (website http://www.ecompetentis.es). It has been conceived to be a framework for teacher's activities with assessment tools, innovation resources, research projects and a collection of good practices and experiences for generic competences assessment. We particularly describe the Spanish validation of two psychometric tools available in this education portal for assessing “teamwork” and “problem solving” as generic competences. These instruments were applied in pilot experiences to 426 engineering students in four Spanish universities.

5 citations

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

  • ...This underlying value system is easily forgotten in a straightforward description of what modes of assessment are used, but in a ‘mobile Europe’ is one which should be better understood [16]....

    [...]

  • ...280), competence is defined as “a dynamic combination of attributes - with respect to the knowledge and its application, to the attitudes and responsibilities that describe the results of learning a determined program, or how the students will be able to develop at the end of the educative process” [16]....

    [...]

La importancia y el nivel de desarrollo de las competencias en psicología

[...]

Pilar Alonso-Martín1•
University of Huelva1
25 Jun 2010
TL;DR: In this paper, the authors investigate the importance and nivel de desarrollo of the competencias genericas of psicologia and find that the most important clases are the clases teoricas and the practicas.
Abstract: El objetivo de esta investigacion es analizar que importancia y nivel de desarrollo otorgan a las competencias genericas, ademas de observar en que espacios didacticos reportan haberlas ido adquiriendo y/o desarrollando, asi como conocer la organizacion y planificacion de su tiempo de trabajo autonomo. La muestra esta compuesta por 83 estudiantes de 3o, 4o y 5o de psicologia. Los resultados muestran que el nivel de importancia de las competencias esta por encima del nivel de desarrollo alcanzado; los espacios didacticos predominantes son las clases teoricas y las practicas. El mayor porcentaje de tiempo esta dedicado a trabajar en grupo y preparar examenes. Se han encontrado diferencias significativas en funcion del sexo, turno y curso. Se plantean sugerencias de mejora para aumentar la calidad docente

5 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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