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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
Book Chapter•DOI•
Designing Learning Tools: The Case of a Competence Assessment Tool

[...]

Enric Mor1, Ana-Elena Guerrero-Roldán1, Enosha Hettiarachchi1, M. Antonia Huertas1•
Open University of Catalonia1
22 Jun 2014
TL;DR: The aim of this work is to show the process of user-centered design and development of an online assessment tool that allows setting, monitoring and displaying the achievements of educational skills and competences.
Abstract: Advancements in technology offer new challenges and opportunities for online education. The interaction design of digital learning and assessment tools directly influence the learning experience. The aim of this work is to show the process of user-centered design and development of an online assessment tool that allows setting, monitoring and displaying the achievements of educational skills and competences. The main challenges addressed were: dealing with a rich and complex educational context; researching the actual needs of the actors involved and managing the different requirements for the tool; the process to generate design solutions and the evaluation of the tool. It was evaluated in a real case scenario in a virtual learning environment of a fully online higher education institution.

4 citations

XBadges. How soft skills are boosted by video games: Improving persistence, risk taking & spatial reasoning with Flappy Bird, Pacman & Tetris

[...]

Sergio Alloza Castillo, Flavio Escribano
01 Jan 2017
TL;DR: XBadges as discussed by the authors is a research project based on the hypothesis that commercial video games (nonserious games) can train and promote certain soft skills such as persistence, spatial reasoning and risk taking.
Abstract: ​—​XBadges is a research project based on the hypothesis that commercial video games (nonserious games) can train and promote certain soft skills. With a pre and post test model, Persistence, Spatial Reasoning and Risk Taking were measured before and after in the subjects (15 divided into groups of 5) trained for 2 hours with the video games: Flappy Bird, Tetris and Pacman (respectively). In addition, the emotions of the players were captured too (thanks to a facial and emotional recognition system), to determine if emotions also have something to do with the skills acquisition. The results show how Tetris significantly improves spatial reasoning and how Pacman significantly improves prudence in certain areas of behavior. As for emotions, they reveal that being concentrated helps improve performance and skills acquisition but frustration is also shown as a key element in the process. With the results obtained we can begin to glimpse multiple applications in the education sector and Skilling Development area. Keywords—Video games; soft skills; training; skilling development; emotions; cognitive abilities; Flappy Bird; Pacman; Tetris.

4 citations

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

  • ...- Even there are some researchers that have classified different levels and types of soft skills [4, 5]....

    [...]

Journal Article•DOI•
Assessing students competencies and learning in master thesis projects: Towards an integrated evaluation approach

[...]

Albert Arisó Cruz1, Michele Girotto1, Luis Alberto Seguí Amórtegui2•
EAE Business School1, Universidad Internacional de La Rioja2
29 Mar 2019
TL;DR: In this article, a double-fold approach to the identification of the competencies from the student's perspective is presented, where a survey is used to ask the students which generic skills they consider that should be needed and developed in their FMT, and a validation process of tools to gather information and evidences in order to assess the final results of the FMT being submitted by the students at the end of their learning journey.
Abstract: espanolEste estudio se realiza en el contexto de una escuela de negocios espanola, aplicada a diferentes programas de master. El objetivo se centra en la identificacion de las habilidades genericas necesarias y desarrolladas en una tesis de master final (TFM). Por lo tanto, este estudio tiene un doble proposito. Por un lado, utilizamos una encuesta para preguntar a los estudiantes que habilidades genericas consideran que deberian ser necesarias y desarrolladas en su TFM, y por otro, exploramos el proceso de elaboracion y de validacion de herramientas para recopilar informacion junto con evidencias para evaluar los resultados finales del TFM presentado por los estudiantes al final de su aprendizaje. Especificamente, este documento desarrolla el enfoque de resultados preliminares para la identificacion de las competencias desde la perspectiva del estudiante. EnglishThis study is conducted in the context of a Spanish Business School, applied to different Master degree programme. The objective is focused on the identification of which generic skills are needed and developed in a Final master thesis (FMT). Therefore, this study is double folded. On the one hand we use a survey to ask the students which generic skills they consider that should be needed and developed in their FMT, and on the other, we explore the elaboration process as well as validation process of tools to gather information and evidences in order to assess the final results of the FMT being submitted by the students at the end of their learning journey. Specifically, this paper develops the preliminary results approach to the identification of the competencies from the student’s perspective.

4 citations

Journal Article•
New activities for developing generic skills in the health sciences

[...]

Josep-E. Baños1, Jorge Pérez1•
Pompeu Fabra University1
01 Dec 2005-Educación Médica
TL;DR: In this article, Baños et al. present a set of competencias positivas desarrolladas en the Facultad de Ciencias de la Salud and de la Vida de the Universitat Pompeu Fabra de Barcelona and in other centros españoles.

4 citations

El concepto de calidad en la educación superior, una estrategia de apoyo desde las universidades a la generación de desarrollo humano

[...]

Koldo Unceta Satrustegui, Antonio Cardona Rodríguez
01 Jan 2013
TL;DR: In this paper, the authors present a review of different maneras of interpreting the calidad of the education in the context of desarrollo and bienestar.
Abstract: En el trabajo que se presenta, en una primera parte, se realiza un recorrido por el debate del desarrollo y bienestar; entre fijar como fin las libertades de los individuos o responder a las demandas de los sectores productivos. De manera paralela, se describen los discursos educativos fruto del debate del desarrollo. Desde esta perspectiva, se analiza el papel de la universidad como agente transformador del modelo de desarrollo frente al imperante en la actualidad: la sociedad del conocimiento. Se profundiza en la busqueda de conceptos que den pistas para facilitar a la universidad transformarse en agente de cambio: ciudadania cosmopolita, educacion para el desarrollo y capital social comunitario. La segunda parte del trabajo se dedica a utilizar la lente de la calidad de la educacion para enriquecer el debate del desarrollo desde la educacion en las universidades, el objeto es demostrar que existe otra manera de entender la calidad de la educacion que favorece el desarrollo humano. Para ello, en primer lugar, se presenta una exhaustiva revision de las diferentes maneras de interpretar la calidad de la educacion superior y sus consecuencias tanto en los modelos de desarrollo como en los individuos. A continuacion se proponen los criterios de pertinencia y equidad para la evaluacion de la calidad, y se tratan como indispensables para poder impulsar una nueva manera de interpretar la calidad, asi como la necesidad de contar con la opinion sobre la calidad de los agentes internos de las universidades. Por ultimo se propone un marco conceptual de la calidad de la educacion desde el que se refleja cada manera de entender la calidad a que modelo de desarrollo responde, y se presenta util para recoger la opinion de diversos agentes universitarios. Esto ultimo se testa con la opinion de docentes de universidades espanolas, mexicanas y argentinas.

4 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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