Transcript Slide 1

IMPLICATIONS OF
THE “BOLOGNA
PROCESS” FOR
MSCHE
Jean Morse, President
MSCHE Commission meeting
March 5, 2009
OUTLINE AND ISSUES
1. OVERVIEW OF “BOLOGNA,” I.E. VARIOUS
EUROPEAN PROCESSES BEING CREATED
TO IMPROVE COMPARABILITY OF
DEGREES AND TO EASE TRANSFER OF
CREDIT
2. DESCRIPTION OF QUALIFICATION
FRAMEWORKS
3. DISCUSSION OF WHETHER FOUNDATION –
QUALIFICATIONS FRAMEWORK (I.E.
DEFINITION OF DEGREES) SHOULD BE
UNDERTAKEN IN THE U.S.
ELEMENTS of “BOLOGNA”
 DEGREE DEFINITION
 DEGREE CYCLES
 CREDIT TRANSFER (ECTS)
 DIPLOMA SUPPLEMENT
 QUALITY ASSURANCE GUIDELINES
 QUALIFICATION FRAMEWORKS
 TUNING PROGRAM GOALS
QUALITY ASSURANCE
EUROPEAN STANDARDS AND GUIDELINES FOR:
http://www.enqa.eu/files/ESG_3edition%20(2).pdf
 INTERNAL QA:HIGHER EDUCATION
INSTITUTIONS
 EXTERNAL QA OF HIGHER EDUCATION
 EXTERNAL QA AGENCIES
EUROPEAN AGENCIES ARE REVIEWED AGAINST
THESE STANDARDS TO JOIN THE EUROPEAN
“REGISTER” OF QA AGENCIES
DEGREE CYCLES:
“3+2+3”
 BACHELOR’S (180 – 240 ECTS)
 MASTER’S (90 – 120 ECTS)
 Ph.D. (approximately 180 – 240 credits)
 Nations moving from 5 year degrees to
3+2 have deep concerns as to use of the
First Cycle degree
 US: significant % not accepting 3 Year
UG degree for graduate study
ECTS
 European Credit Transfer
and Accumulation System
 BASED ON STUDENT
WORKLOAD, AND SOMETIMES,
ON WEIGHTING OF CHALLENGE
vs. US SYSTEM OF CREDITS
BASED ON FACULTY CONTACT
HOURS
DIPLOMA SUPPLEMENT
 CREDENTIAL, ITS LEVEL, ENTRY
REQUIREMENTS, OFFICIAL
DURATION
 DEGREE REQUIREMENTS, MODES
OF STUDY, ENROLLMENT INTENSITY,
AND COMPRESSED SIGNALS OF
STUDENT PERFORMANCE
 PURPOSE OF THE CREDENTIAL
 TRANSCRIPT AND DESCRIPTION OF
NATIONAL SYSTEM ARE APPENDED
“TUNING” DISCIPLINARY
FRAMEWORKS
 INTENDED TO CREATE “REFERENCE
POINTS” SO THAT THERE IS
“CONVERGENCE” ACROSS
COUNTRIES
 TO BE CREATED BY FACULTY
 PROJECTS ARE UNDERWAY IN
SPECIFIC DISCIPLINES
TUNING, CONT’D
 DISCIPLINES TO ARTICULATE
OUTLINES AND BENCHMARKS FOR:


SPECIFIC KNOWLEDGE
GENERIC SKILLS AND COMPETENCIES
 INTERPERSONAL
 INSTRUMENTAL
 SYSTEMIC

LEVELS OF MASTERY WITHIN
SUBJECT
TUNING LEVELS
 SUBJECT DEPENDENT OUTCOMES FOR
GENERAL LEARNING
 GENERAL COMPETENCY ACROSS DISCIPLINES
(TRANSFERABLE SKILLS)
 LEVEL DESCRIPTORS FOR INDIVIDUAL
COURSES
 THRESHHOLD VS. DESIRED OUTCOMES
 RELATIVE VS. ABSOLUTE VALUE OF CREDITS
 REGULAR VS. EXTRA-CHALLENGING
THE SYSTEM IN PRACTICE:
COMMUNICATION SKILLS
NATIONAL QUALIFICATIONS
FRAMEWORK AND PROGRAM GOALS
Qualifications
Framework –
Dublin General
Qualifications
Tuning subject dependent
General Learning
Outcomes
(reference points)
Tuning General,
Competency
Across
Disciplines
(Transferable
skills)T59
Benchmarking
(alternative to
Tuning) Generic
Skills in History
(UK)
Benchmarking
(alternative to
Tuning)
Learning
Outcomes
Communicate
Information,
ideas, problems,
and
solutions to
specialized and
non-specialized
audiences (18)
BA – Communicate the
basic knowledge of
the field in coherent ways
and in appropriate media
(oral, written, graphic, etc.)
p. 35
Level 1 –
instrumental,
interpersonal, and
systemic (p. 37)
Interpersonal
includes ability to
communicate
with experts in
other fields T 23
Communication
Competence:
structure,
coherence,
clarity and
fluency both
orally and in writing
(p. 44)
Clarity,
fluency, and
coherence in
written expression
and oral
expression
(H8)
*Progression: AA: can communicate about their understanding, skills and activities with peers, supervisors, and clients; MA = can
communicate their conclusions and the knowledge and rational underpinning these, to specialist and non-specialist audiences
clearly and unambiguously
IN PRACTICE: COMMUNICATION
SKILLS - COURSES AND
TRANSCRIPTS
Level
Descriptors
For individual
courses
Tuning
Differentiates
UK examples
of knowledge and
application
Diploma Supplement
proposal for U.S. – excerpts
on learning
Basic –
introduction p. 58
Threshold vs.
desired outcomes
Apply knowledge to
demonstrate comprehension of
theory p.61
Qualification framework, if
any
Intermediate
(deepen Basic
knowledge)
Relative vs .Absolute
Value of
credits T 53
Develop a distinctive approach
to acquisition of knowledge
Program requirements in
major as objectives, Tuning
type disciplinary
requirements, credit
distributions, etc.
Advanced –
strengthening
expertise
Regular vs.
extrachallenging
Programs T54
Generate ideas formulating
responses to well defined and
abstract problems
Markers of student
achievement beyond course
content – research, etc.
Specialized –
subfields that open
up at an advanced
level
Reviewing, consolidating, and
extending knowledge
THE SYSTEM IN PRACTICE:
SUMMARY OF COMMUNICATION
SKILLS
 FRAMEWORK: COMMUNICATE INFORMATION, IDEAS,PROBLEMS,
SOLUTIONS TO DIFFERENT AUDIENCES
 SUBJECT: COMMUNICATE BASIC KNOWLEDGE IN COHERENT
WAYS IN DIFFERENT MEDIA
 GENERAL: ABILITY TO COMMUNICATE WITH EXPERTS
 LEVEL: INTRO, DEEPEN, EXPERTISE
 ALSO: THRESHOLD, RELATIVE VALUE, EXTRA-CHALLENGING
 DIPLOMA: MARKERS OF STUDENT ACHIEVEMENT
QUALIFICATION
FRAMEWORKS
 WHAT DOES EACH LEVEL OF
DEGREE WE AWARD MEAN?
 WHAT DOES IT REPRESENT IN
TERMS OF STUDENT
LEARNING?
 HOW DOES IT DIFFER FROM
LEVELS ABOVE AND BELOW IT?
TOP 3 DEGREE LEVELS
 LEVEL 6: Demonstrate mastery and
innovation to solve complex and
unpredictable problems in specialized field
 LEVEL 7: Specialized problem-solving skills
required in research and innovation to
develop and integrate new knowledge
 LEVEL 8: Most Advanced, including
synthesis and evaluation, to solve critical
problems in research/innovation and extend
knowledge
LEARNING OUTCOMES
 1. KNOWLEDGE AND UNDERSTANDING:
breadth and kind
 2. APPLICATION OF KNOWLEDGE
/UNDERSTANDING: range, selectivity
 3. FLUENCY IN USE OF INCREASINGLY
COMPLEX DATA AND INFORMATION
 BREADTH AND DEPTH OF TOPICS
COMMUNICATED; RANGE OF
AUDIENCES FOR COMMUNICATION
 DEGREE OF AUTONOMY GAINED FOR
SUBSEQUENT LEARNING
IRISH FRAMEWORK
 COMPENDIUM, TAB 9, BLUE SHEET,
DISPLAYS GRID OF:



KNOWLEDGE (BREADTH AND KIND)
KNOW-HOW AND SKILL (RANGE,
SELECTIVITY)
COMPETENCE (CONTEXT, ROLE
LEARNING TO LEARN, AND INSIGHT)
 WITH LEVEL INDICATORS FOR EACH
LEVEL
CANADIAN FRAMEWORK
 COMPENDIUM, TAB 9, YELLOW PAGES
 DEGREE DESCRIPTION FOR:



PREPARATION FOR EMPLOYMENT
LENGTH OF PROGRAM
ADMISSION REQUIREMENTS
CANADA, CONT’D
 DEGREE-LEVEL STANDARDS FOR:






DEPTH AND BREADTH OF KNOWLEDGE
KNOWLEDGE OF METHODOLOGIES AND
RESEARCH
APPLICATION OF KNOWLEDGE
COMMUNICATION SKILLS
AWARENESS OF LIMITS OF
KNOWLEDGE
PROFESSIONAL CAPACITY/AUTONOMY
APPLICATION TO U.S
 DO WE ALREADY HAVE A FORMAL
SYSTEM THAT IS MORE FLEXIBLE?

ACCREDITORS:
REQUIRE LEARNING GOALS
 USE PEERS TO ADDRESS LEVEL OF
GOALS
 REQUIRE GENERAL EDUCATION




STATES SET PROGRAM LENGTH AND
MONITOR OTHER AREAS
TRADITION REGARDING MAJORS
JOHN NICHOLS - AACU
ISSUES
 WHETHER OR NOT NEEDED,
SHOULD THE U.S. HAVE A
QUALIFICATIONS FRAMEWORK
FOR PURPOSES OF TRANSFER
WITH OTHER COUNTRIES?
 WHO WOULD CREATE AND
ENFORCE IT?
DISCIPLINARYASSOCIATIONS
 COULD ACCREDITORS MOTIVATE
NATIONAL DISCIPLINARY
ASSOCIATIONS TO DEFINE
LEARNING GOALS AND MEASURES
BY STATING THAT INSTITUTIONS
USING THOSE WOULD BE DEEMED
TO COMPLY WITH STUDENT
LEARNING REQUIREMENTS?
 INSTITUTIONS COULD ELECT
WHETHER OR NOT TO USE THEM
DISCIPLINARY ASSOCIATIONS HAVE
EXPERTISE
 FACULTY BUY-IN
 “ASSESSMENT IN POLITICAL
SCIENCE” (APSA 2009)
 “ASSESSMENT IN HISTORY:
(AMERICAN HISTORICAL
ASSOCIATION)
AMERICAN PSYCHOLOGICAL
ASSOCIATION –10 GOALS
WWW.APA.ORG/ED/CRITIQUE_GOALS.HTML
 COMMUNICATION
 INFORMATION AND IT
 SOCIOCULTURAL AWARENESS
 PERSONAL DEVELOPMENT
 CAREER PLANNING
 KNOWLEDGE BASE
 RESEARCH METHODS
 CRITICAL THINKING
 APPLICATION
 VALUES
NEXT STEPS
 THERE MAY BE FOUNDATION GRANT
MONEY AVAILABLE. REGIONAL
ACCREDITORS HAVE DISCUSSED
PARTICIPATING IN A PROJECT WITH
A NATIONAL ORGANIZATION
INVOLVED.
 WHAT, IF ANYTHING, SHOULD
MSCHE DO?