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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
DOI•
Die Modularisierung und der Bologna-Prozess

[...]

Hans-Jürg Keller
01 Jan 2006
TL;DR: In this paper, the authors present the Beitrage zur Lehrerinnen und Lehrerbildung 24 (2006) 3, 3, S. 303-314
Abstract: Beitrage zur Lehrerinnen- und Lehrerbildung 24 (2006) 3, S. 303-314 Padagogische Teildisziplin: Schulpadagogik; als elektronischer Volltext verfugbar

5 citations

LEARNING BY DEVELOPING - NEW WAYS TO LEARN : Proceedings of the 3rd Conference on Future Expertise in Higher Education

[...]

Laurea-ammattikorkeakoulu, Outi Kallioinen
01 Jan 2011
TL;DR: Estimates show evidence of significant relationships between the development by graduates of competences to innovate and the methods of teaching and learning they were exposed to during their university years.
Abstract: This paper examines the relationship between the educational resources applied during study and the development of competences related to innovation by university graduates in Spain. The data comes from the European graduate survey REFLEX and includes about 5500 individuals. The inputs, combining with students’ effort, are represented by the methods of teaching and learning used in higher education. The outputs are the development of four professional competences required to innovate productively. The research hypothesis is the presence of statistically significant relationships between the development of innovational competences by graduates and the methods of teaching and learning used. The relationships are modeled through a set of stochastic frontier equations with the development of each competence as the dependent variable. The input variables are the prevalence of diverse methods of teaching and the amount of time graduates devoted to study. The equations also include controls for programme and individual characteristics. Estimates show evidence of significant relationships between the development by graduates of competences to innovate and the methods of teaching and learning they were exposed to during their university years. Proactive methods in general, and problem-based learning in particular, appear as the most effective way to develop the competences required to innovate.

5 citations

Journal Article•DOI•
Competency model for microentrepreneurs in depressed environments

[...]

Mario Alfredo Fernández Ronquillo, Francisco Javier Llinàs Audet1, Ferran Sabaté i Garriga1•
Polytechnic University of Catalonia1
30 Nov 2018-International Journal of Management and Enterprise Development
TL;DR: In this paper, the authors proposed a competency model for micro-entrepreneurs to offer them a better understanding of how basic competences can improve their management actions and business performance.
Abstract: Microentrepreneurs who have their businesses located in depressed regions are generally unaware of their basic competencies, especially their application and the benefits that are obtained when these are linked to the development of business management. Under this premise, this study aims to propose a competency model for microentrepreneurs to offer them a better understanding of how basic competences can improve their management actions and business performance. The competences in dimensions are identified and grouped; likewise, the importance of the model is determined with the support of a panel of experts linked to the micro enterprise sector. The competences proposed are distributed in the areas of action in which microentrepreneurs develop their activities. As a result, the model establishes 27 competencies that determine microentrepreneurs’ competences in depressed environments. Benefits for microentrepreneurs are additional knowledge to plan better training in basic competences and the improvement of their management skills and business performance

5 citations

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

  • ...For González and Wagenaarn (2003) competences tend to convey the meaning of what the person is "capable of" or "competent to perform," the degree of preparation, sufficiency or responsibility for certain tasks. While Montoya (2015) relates the personal competences referenced by McClelland (1973) to the development of the entrepreneurial spirit....

    [...]

  • ...For González and Wagenaarn (2003) competences tend to convey the meaning of what the person is "capable of" or "competent to perform," the degree of preparation, sufficiency or responsibility for certain tasks....

    [...]

Book•
Interdisciplinarity in Social Sciences: Does It Provide Answers to Current Challenges in Higher Education and Research?

[...]

Tatjana Muravska, Žaneta Ozoliņa
01 Jan 2011
TL;DR: In this paper, the main features of Latvia's higher education situation in that context are characterised statistically, and the main EU initiatives in the area of education to implement the Europe 2020 strategy with a focus on the use of statistical indicators to monitor progress.
Abstract: This article briefly presents the main EU initiatives in the area of education to implement the Europe 2020 strategy with a focus on the use of statistical indicators to monitor progress. Then the main features of Latvia’s higher education situation in that context are characterised statistically. It shows that Latvia is a country with an increasing level of participation in higher education and tertiary education attainment of the population and that it is progressing faster than the EU average. Early leaving from education and training is still relatively high even if below the EU average. However it is decreasing and if trend is kept Latvia will reach the 10% target defined for the EU for 2020. Latvia’s expenditure with higher education is relatively low when compared with other European countries, but the country is amongst the countries with highest growth of expenditure per student. Latvia’s higher education level of internationalisation is between the lowest is Europe and currently imbalanced with significant more Latvians going abroad to study than foreigners going to Latvia to study.

5 citations

Journal Article•DOI•
Contexto actual y determinantes de la inserción laboral de los titulados universitarios. Directrices para el análisis

[...]

Amparo Jiménez Vivas
01 Jul 2009
TL;DR: In this article, the authors present a series of reflexions for revisar sistematicament i rigorosa les caracteristiques fonamentals that defineixen el proces dinsercio socioprofessional dels titulats universitaris.
Abstract: Les reflexions que es presenten a continuacio responen a l’objectiu de revisar sistematicament i rigorosa les caracteristiques fonamentals que defineixen el proces d’insercio socioprofessional dels titulats universitaris. Per aixo s’hi detallen les caracteristiques fonamentals d’un mercat de treball on la globalitzacio, l’evolucio tecnologica i les noves formes d’organitzacio laboral estan generant exigencies noves. Definim aquestes exigencies centrant-nos en les competencies professionals i la formacio mes demanada. Entenem que la universitat, com a institucio que ha d’estar en un equilibri constant amb la comunitat, ha de donar resposta als canvis socials. Les necessitats i les demandes col·lectives han de ser presents en les propostes universitaries en aquests moments de canvi i convergencia europea i mundial dels estudis superiors.

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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