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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•
Approaching Inclusive Universal Access on the Computer Science Curriculum level

[...]

Sonja Kabicher1, Michael Derntl1, Renate Motschnig1•
University of Vienna1
22 Dec 2008
TL;DR: The ldquoActive Curriculum for Computer Sciencersquo project is presented to illustrate the systematic inclusion of multiple dimensions of IA on a curriculum level, in particular the consideration of all levels of learning, learner-centered learning goals, inclusion of stakeholders and students in curriculum development, assessment, e-learning and specifying various kinds of dependencies among courses and modules within the curriculum.
Abstract: In previous work, we extended the concept of universal access in the context of technology-enhanced learning in engineering education by including essential non-technological aspects resulting in a concept we call inclusive universal access (IA). IA denotes a paradigm that is aimed at fully involving students in learning and assessment, at addressing them on all levels of learning including intellect, skills, and personality, and at employing universally accessible tools to support educational activities. In this paper, we present the ldquoActive Curriculum for Computer Sciencerdquo project to illustrate the systematic inclusion of multiple dimensions of IA on a curriculum level, in particular the consideration of all levels of learning, learner-centered learning goals, inclusion of stakeholders and students in curriculum development, assessment, e-learning and specifying various kinds of dependencies among courses and modules within the curriculum. Through this work we aim to make the curriculum more learner-centered, or in other words, one that dynamically meets current challenges of industry, science and society.

5 citations

Journal Article•DOI•
Competencias que pueden Desarrollarse en la Asignatura de Mecánica en el Currículo de Ingeniería

[...]

María Rodríguez1, Daniel A Mena1, Carlos M. Rubio1•
Universidad Autónoma de Yucatán1
01 Jan 2011
TL;DR: In this paper, the program of the course Classical Mechanics has been adapted to the competence approach by analyzing and selecting the generic skills to be developed during the course, and knowledge and skills were included in a sequence that was considered to be suitable for developing the corresponding competence.
Abstract: The program of the course Classical Mechanics has been adapted to the competence approach by analyzing and selecting the generic skills to be developed during the course. The experiment is part of the commitment of the School of Chemical Engineering of the Autonomous University of Yucatan in Mexico to form qualified engineers, able to successfully perform in both the industry and the academia. Knowledge and skills were included in a sequence that was considered to be suitable for developing the corresponding competence. It is recommended that when implementing a model such as the one described in this paper, induction and training courses, for both students and instructors, should be delivered. This because the implementation of the model represents an important conceptual change with respect to the traditional model, and it is not easily comprehended

5 citations

Journal Article•
Mejorar el trabajo en equipo: ambidiestría, comportamiento integrador y aprendizaje cooperativo

[...]

María Iborra1, Àngels Dasí1•
University of Valencia1
01 Jul 2012-Innovar-revista De Ciencias Administrativas Y Sociales
TL;DR: In this paper, a study conducted with 327 estudiantes of ensenanza universitaria, it was shown that the comportamiento integrador of the miembros of an equipo is correlated with superior ambidiestria.
Abstract: El objetivo de este estudio es argumentar y demostrar que trabajo en equipo deben aprender los futuros profesionales de la direccion de empresas y como pueden aprenderlo. Respecto a las caracteristicas del trabajo en equipo que deben aprender los futuros directivos, se argumenta que un comportamiento integrador permite alcanzar mayores niveles de ambidiestria, es decir, incrementar la capacidad de realizar simultaneamente exploracion y explotacion de conocimiento, eficiencia e innovacion. El estudio profundiza en la relacion entre las metodologias docentes utilizadas en el aula y la mejora del comportamiento integrador de los profesionales cuando trabajan en equipo. El comportamiento integrador en un equipo depende de la calidad y cantidad de informacion intercambiada, la colaboracion alcanzada en el equipo, y la medida en que las decisiones se toman conjuntamente. En este trabajo se defiende la relacion positiva entre la metodologia docente de aprendizaje cooperativo y el comportamiento integrador de los estudiantes en los equipos de trabajo. Mediante un estudio realizado con 327 estudiantes de ensenanza universitaria, se demuestra que los equipos de trabajo que han utilizado aprendizaje cooperativo alcanzan mayores niveles de comportamiento integrador. Igualmente se demuestra que el comportamiento integrador de los miembros del equipo se asocia con una superior ambidiestria.

5 citations

Book Chapter•DOI•
Supporting the Acquisition of Scientific Skills by the Use of Learning Analytics

[...]

Daniel J. Salas1, Silvia Baldiris2, Ramon Fabregat3, Sabine Graf2•
University of Córdoba (Spain)1, Athabasca University2, University of Girona3
26 Oct 2016
TL;DR: The K-means algorithm is used in analyzing students’ behavior and creating clusters according to their performance during the process of formulating scientific questions, this way supportingThe process of determining strategies able to strengthen scientific competences for both students and the teaching practice.
Abstract: Beginning researchers in general face various difficulties when initiating a process of scientific research due to the unavailability of proper tutoring or the minimum knowledge about research methodology and, this impacts the reliability of the process, the time and the results of the research in question. The purpose of this work is to support the acquisition of scientific skills by offering to beginning researchers learning analytics in each and every one of the phases and stages of the investigative process based on the actions and interactions that teachers/supervisors, experts and researchers make during this investigative process. Therefor, it is presented, as a detailed case study, the skill of formulating research questions by defining the process that was used, including the actors, the measurements, and the indicators, the formative process and the interactions managed with the Binnproject software. Finally the K-means algorithm is used in analyzing students’ behavior and creating clusters according to their performance during the process of formulating scientific questions, this way supporting the process of determining strategies able to strengthen scientific competences for both students and the teaching practice.

5 citations

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

  • ...Europe and Latin America have been implementing and pushing the TUNING project [6, 7], which defined the scientific skills needed by undergraduate students in cycles of higher education....

    [...]

Journal Article•DOI•
Studies in business administration in the European higher education area: a comparative analysis in Europe

[...]

José Antonio Cavero Rubio1, Javier Reig Mullor1, Agustín Pérez Martín1•
Universidad Miguel Hernández de Elche1
02 Nov 2015-Innovations in Education and Teaching International
TL;DR: In this paper, the degree of divergence that currently exists in each course subject taken by European Business Administration (BA) graduates is analyzed based on the educational curricula from 80 European universities in 15 countries that offer degree programmes with this professional profile.
Abstract: On signing the Bologna declaration in 1999, European countries committed themselves to addressing the reforms necessary for adapting their university education to the European Higher Education Area. This modification process culminated in 2010, and this research aims to analyse the degree of divergence that currently exists in each course subject taken by European Business Administration (BA) graduates. This analysis is based on the educational curricula from 80 European universities in 15 countries that offer degree programmes with this professional profile. After statistical hypothesis techniques and confidence intervals were applied to the data from different European university curricula, the investigative results demonstrated which subjects European graduates have acquired competences in, showing the divergence in the curricula structure of BA degrees. This situation could have implications for student and teacher mobility, master’s and doctorate courses, international competitiveness of European uni...

5 citations

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

  • ...Notably, there is the Tuning Project (Gonzalez & Wagenaar, 2006), where a methodology was established for designing, developing, implementing and evaluating the curricula in accordance with Bologna....

    [...]

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

Related Papers (5)
Ingeniería de las competencias

[...]

01 Jan 2001
Guy Le Boterf
Diez nuevas competencias para enseñar

[...]

01 Jan 2005
Philippe Perrenoud
Teaching For Quality Learning At University

[...]

01 Jan 1999
John B. Biggs, Catherine So-kum Tang
Testing for Competence Rather Than for "Intelligence"

[...]

01 Jan 1973-American Psychologist
David C. McClelland
Competencias docentes del profesorado universitario: calidad y desarrollo profesional

[...]

01 Jan 2003
Miguel Ángel Zabalza Beraza