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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•DOI•
Theoretical and methodological issues of formative e-assessment in plenary lectures

[...]

Rune Johan Krumsvik1, Kristine Ludvigsen1•
University of Bergen1
01 Aug 2013-International Journal of Pedagogies and Learning
TL;DR: In this article, the authors focus on whether and eventually how audience response systems (ARS) can be used to overcome some of the challenges lecturers have in large plenary lectures attached to formative assessment, such as high number of students attending, the time pressure in such lectures, lack of interactivity, students' fear of speaking up and the limited resources for giving feedback.
Abstract: Based on criticism from both the evaluation of Norwegian pedagogy research, Evaluation of the Quality Reform and Norwegian student organizations, this article focuses on whether, and eventually how audience response systems (ARS) can be used to overcome some of the challenges lecturers have in large plenary lectures attached to formative assessment. The Bologna process, new standards for national curricula, increasing diversity among university students, more focus on formative assessment and the digital revolution have changed some of the underlying premises for teaching, learning and assessment in today's universities. International research in this area shows that new technology such as feedback clickers can, under well-planned pedagogical circumstances, have the potential to provide feedback and formative assessment. However, university teachers who wish to offer formative assessment, face a number of challenges in plenary lectures due to the high number of students attending, the time pressure in such lectures, the lack of interactivity, students' fear of speaking up and the limited resources for giving feedback. At the same time, students spend a lot of time during their years of studies attending such lectures and the need for and expectations of feedback and assessment are usually high. For instance, through the implementation of the Quality Reform in higher education in Norway, particular focus has been on the importance of 'frequent feedback'. Against this backdrop, new policy documents, research and experiences from the field suggest that there is a need to study plenary lectures more in depth in light of the theoretical underpinnings of formative assessment, relevant research and methodological innovation. The aim of this article is to elaborate both the theoretical issues of formative assessment and formative e-assessment as possible frameworks for studying ARS in plenary lectures. At the same time, Design-Based Research (DBR) and Mixed Methods Research (MMR) as possible research designs, will be elaborated in light of how to design studies of such settings. The research question is: Can formative e-assessment, DBR and MMR function as a theoretical and methodological matrix for studying ARS in plenary lectures in higher education?

5 citations

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

  • ...This has become more pressing as a result of the several new policies in higher education – which in Norway means the UNESCO convention (UNESCO, 1997), the Bologna process (2005, 2007) with the new degree system (Bachelor/ Master’s degrees and Diploma Supplement), the European Credit Transfer System (ECTS, Bologna process, 2007), the Quality Reform (Ministry of Knowledge [MOK], 2001), the establishment of the Norwegian Agency for Quality Assurance in Education (NOKUT), White Paper 16 (MOK, 2006b) focusing on lifelong learning, Tuning Educational Structures in Europe (TUNING, 2009) and the new Frame Work for Qualifi cations (MOK, 2010a)....

    [...]

Journal Article•DOI•
Evaluating the impact of e-learning on students` perception of acquired competencies in a university blended learning environment

[...]

Damijana Keržič1, Aleksander Aristovnik1, Nina Tomaževič1, Lan Umek1•
University of Ljubljana1
01 Jan 2018-Journal of e-learning and knowledge society
TL;DR: In this article, the correlations between selected aspects of e-learning in the blended learning environment and the competencies students should acquire during their study are explored based on two different questionnaire-based surveys conducted among Faculty of Administration students.
Abstract: In the present study, the correlations between selected aspects of e-learning in the blended learning environment and the competencies students should acquire during their study are explored. The research was based on two different questionnaire-based surveys conducted among Faculty of Administration students. In the research 41 2nd year students of the university study programme were involved. We found that the problem-solving competency is highly correlated with the adequacy of e-learning. Our findings also suggest a high correlation between the computer skills competency and the usefulness of e-learning. The results could serve as a guide for the faculty management when further investigating how to enhance the students’ competencies while employing modern solutions in the teaching process.

5 citations

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

  • ...The only reliable way to compare pieces of learning and study programmes offered by (higher) education institutions is to look at learning outcomes/competencies” (Gonzalez & Wagenaar, 2003, p. 45)....

    [...]

Journal Article•DOI•
ESP, EMI and Interculturality: How Internationalised Are University Curricula in Catalonia?

[...]

Elisabet Arnó-Macià, Marta Aguilar
20 Dec 2018
TL;DR: This article analyzed Internationalisation at Home (IaH) courses across a wide range of bachelor's degrees, from humanities to hard sciences, in public universities in Catalonia, as an in-depth analysis of a South European context.
Abstract: This study analyses Internationalisation at Home (IaH) courses across a wide range of bachelor’s degrees, from humanities to hard sciences, in public universities in Catalonia, as an in-depth analysis of a South European context. IaH courses selected for analysis included courses (i) on international topics, (ii) taught in English and focusing on content (English-medium Instruction, EMI) and (iii) focusing on language, i.e. English for Specific Purposes (ESP). Results point to a high presence of international content courses, especially in humanities and social sciences, followed by EMI courses, although quantitatively scarce and mainly found in engineering. ESP courses are the least present despite their potential to prepare students for EMI. Reasons that may account for this IaH picture are presented. All in all, it seems that current policies leave language and intercultural competence in the hands of content lecturers, who may not have explicit language and intercultural learning outcomes in mind while it appears that the potential role of ESP as an internationalisation driver may be neglected. This paper thus argues for giving visibility to ESP courses and lecturers in their role for the promotion of curricular internationalisation.

5 citations

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

  • ...See the Tuning Project for a detailed account of generic/specific competences (González & Wagenaar, 2003)....

    [...]

Posted Content•DOI•
Diversidad cultural en las universidades: aproximación y enfoques para su gestión

[...]

Escrich Gallardo, Teresa y Lozano J. Félix
04 Jul 2014
TL;DR: In this article, the authors compare three models of gestion of diversidad: asimilacionism, melting pot, and pluralism cultural, and present ejemplos of how a university is gestionando diversidad in its publica.
Abstract: Uno de los efectos beneficiosos de la globalizacion es la interconexion entre distintas culturas, asi como su convivencia en un mismo espacio. Los cambios demograficos y culturales hacen de esto un reto: como gestionar esa diversidad cultural para no caer en el asimilacionismo, lo que conduce, claramente, a la discriminacion, ni caer en el otro extremo del aislacionismo que genera ghetos y marginacion. El objetivo de este paper es exponer que medidas se han tomado, tanto a nivel europeo como a nivel estatal en materia de gestion de la diversidad en la ensenanza publica y, en concreto, en las ensenanzas universitarias. Empezaremos por comparar los tres grandes modelos de gestion de la diversidad social (asimilacionismo, melting pot y pluralismo cultural) con los intentos que se estan dando en las universidades por gestionar la cada vez mayor diversidad que se da en su seno. No es un objetivo facil y para eso nos apoyaremos en dos conceptos: respeto y tolerancia, para ver cual es mas coherente con el modelo de gestion de la diversidad que se defendera en las siguientes paginas: el modelo de gestion intercultural. Para ello se presentaran ejemplos de como se esta gestionando esta diversidad en las instituciones publicas de educacion, en concreto en la universidades. Se trata de describir las estrategias de gestion de la diversidad o la ausencia de estas y comprobar, mediante su discusion, que consecuencias tienen. Por ultimo, en base a la discusion sobre los modelos de gestion de la diversidad se realizaran propuestas concretas sobre que camino se deberia seguir con el fin de conseguir una universidad publica basada en la interculturalidad que promueva y valore los tres principios basicos que se derivan de este modelo: principio de igualdad, principio de la diferencia y principio de interaccion positiva.

5 citations

Posted Content•
La implantación de los grados, una oportunidad para internacionalizar la enseñanza jurídica

[...]

Marta Carballo Fidalgo, Laura Carballo Piñeiro
01 Jan 2011
TL;DR: The curriculum de Bolonia as mentioned in this paper includes the posibilidad of passing through semestres or curso in una universidad extranjera, a traves del empleo regular del analisis de Derecho comparado and otros metodos pedagogicos.
Abstract: El proceso de Bolonia aspira a fomentar la movilidad de estudiantes y profesores, facilitando la lectura de los planes de estudio de las distintas universidades y, con ello, el reconocimiento de los creditos cursados en otros paises. Ello abre las puertas a numerosas formulas de internacionalizacion de la ensenanza juridica que aqui se pondran de manifiesto; mas alla de la inclusion en el curriculum de la posibilidad de pasar un semestre o un curso en una universidad extranjera, este trabajo persigue destacar que la apertura a otros ordenamientos juridicos ha de proyectarse tambien sobre el diseno del curriculum y, en particular, sobre la metodologia de la ensenanza en el pais donde el estudiante cursa principalmente sus estudios, a traves del empleo regular del analisis de Derecho comparado y otros metodos pedagogicos.

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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[...]

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