Transcript The Tuning Methodology

The TUNING Methodology
TechnoTN 2004
Brussels, 13 February 2004
Dr. Julia González - Vice-rector for International Relations - University of Deusto
The TUNING project is a project by and for universities.
It is the Universities’ response to the challenge of the
Bologna Declaration
TUNING MOTTO
Tuning of educational structures and programmes on the
basis of diversity and autonomy
WHY TUNING?
The objectives:
 To implement the Bologna - Prague - Berlin process on university
level
 To find ways to implement two cycles
 To identify common reference points from discipline and university
perspective
 To develop professional profiles and comparable and compatible
learning outcomes
 To facilitate employability by promoting transparency in educational
structures (easily readable and comparable degrees)
 To develop a common language which is understood by all
stakeholders (Higher education sector, employers, professional bodies)
Berlin Communiqué
(19 September 2003)
Degree structure: adoption of a system essentially based on
two main cycles
“Ministers encourage the member States to elaborate a framework
of comparable and compatible qualifications for their higher
education systems, which should seek to describe qualifications in
terms of workload, level, learning outcomes, competences and
profile. They also undertake to elaborate an overarching framework
of qualifications for the Higher Education Area.”
TUNING METHODOLOGY:
learning outcomes and competences
General tendencies in higher education:
 Shift of paradigm: moving from a staff oriented approach to a student
centred approach
 Less specialised academic education in the first cycle
 More flexibility in first and second cycle programmes
What should a student know, understand and be able to do to
be employable?
The Tuning Methodology
 Line 1: Generic competences
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Consultation with graduates, employers and academics on the importance
of 30 generic competences and an evaluation of how well HE institutions
develop them.
Line 2: Subject specific competences (knowledge, understanding and
skills)
Mapping of subject areas and development of common reference points
and subject specific competences of each of the pilot disciplines.
Line 3: ECTS as a European credit accumulation system: new
perspectives
Development of ECTS as a tool for programme design: basis is student
workload measured in time.
Line 4: Mapping of approaches to teaching / learning and assessment in
different countries
Line 5: Quality enhancement
Why Focus on competences?
1. Further transparency of professional profiles in study
programmes and emphasis on learning outcomes
2. Shift to a more learner oriented approach to education
3. Growing demands of a lifelong learning society which requires
more flexibility
4. Need for higher levels of employability and citizenship
5. Enhancement of the European dimension of Higher Education
6. Need for a shared language for consultation with all
stakeholders
THE TUNING
QUESTIONNAIRE
FOCUS ON GENERIC COMPETENCES
(GENERAL ACADEMIC SKILLS)
TARGET GROUPS:
• GRADUATES
• EMPLOYERS
• ACADEMICS
WHAT ARE THE MOST IMPORTANT COMPETENCES TO BE
EMPLOYABLE INDEPENDENT OF ONE’S SUBJECT AREA?
ARE THESE ACTUALY TAUGHT AND TO WHAT EXTENT?
THE TUNING
QUESTIONNAIRE
TYPES OF COMPETENCES MEASURED:
• Instrumental competences: cognitive abilities, methodological
abilities, technological abilities and linguistic abilities
• Interpersonal competences: individual abilities like social
skills (social interaction and co-operation)
• Systemic competences: abilities and skills concerning whole
systems (combination of understanding, sensibility and
knowledge; prior acquisition of instrumental and interpersonal
competences required)
THE TUNING
QUESTIONNAIRE
TYPES OF COMPETENCES MEASURED:
Instrumental competences:
•
•
•
•
•
•
•
•
Capacity for analyses and synthesis
Capacity for organisation and planning
Basic general knowledge
Grounding in basic knowledge of the profession
Oral and written communication in your native language
Knowledge of a second language
Elementary computing skills
Information management skills (ability to retrieve and analyse
information from different sources)
• Problem solving
• Decision-making
THE TUNING
QUESTIONNAIRE
TYPES OF COMPETENCES MEASURED:
Interpersonal competences:
•
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•
•
•
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•
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Critical and self-critical abilities
Teamwork
Interpersonal skills
Ability to work in an interdisciplinary team
ability to communicate with experts in other fields
Appreciation of diversity and multiculturality
Ability to work in an international context
Ethical commitment
THE TUNING
QUESTIONNAIRE
TYPES OF COMPETENCES MEASURED:
Systemic competences:
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•
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•
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•
•
•
•
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Capacity for applying knowledge in practice
Research skills
Capacity to learn
Capacity to adapt to new situations
Capacity for generating new ideas (creativity)
Leadership
Understanding of cultures and customs of other countries
Ability to work autonomously
Project design and management
Initiative and entrepreneur spirit
Concern for quality
Will to succeed
Methodology and Results
Procedure of sample selection
- Graduates
- Employers
- Academics
University 1
Respondents
RESPONDENTS
Cluster sampling:
University 2 University 3
... University 100
Respondents
Respondents
...
Respondents
FINAL SAMPLE
University 101
Respondents
Data
7 Areas & 101 university depart. & 16 Countries
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Business
Geology
History
Mathematics
Physics
Education
Chemistry
Total number of respondents:
 5183 Graduates
 944 Employers
 998 Academics
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Austria
Belgium
Denmark
Finland
France
Germany
Greece
Iceland
Ireland
Italy
Netherlands
Norway
Portugal
Spain
Sweden
United Kingdon
Results
Comparing Graduates and Employers
6
5
4
4
3
3
2
1
1
1
Capacity for organisation
and planning
Teamwork
Ability to work autonomously
Information management skills
Concern for quality
Capacity to adapt to new situations
Capacity for applying knowledge in practice
Problem solving
Capacity to learn
Capacity for analysis and synthesis
Instrumental
Interpersonal
Systemic
Results
Comparing Graduates and Employers
18
17
16
Understanding of cultures and
customs of other countries
Appreciation of diversity
and multiculturality
Ability to work in
an international
context
Instrumental
Interpersonal
Systemic
Results: Country effect
STRONG
Knowledge of a second language
Ability to work autonomously
Will to succeed
Capacity for applying knowledge in practice
Concern for quality
Initiative and entrepreneurial spirit
Ability to work in an interdisciplinary team
30 items
MILD
&
NO EFFECT
REMAINING 23 ITEMS
Fundamental Importance: Weighted Ranking of the Most Importance
Competences.
All Subjects
Graduates
 Capacity for
analysis and
synthesis
 Capacity to
learn
 Capacity for
applying
knowledge in
practice
 Elementary
computing
skills
 Capacity to
adapt to new
situations
Employers
 Capacity to
learn
 Capacity for
applying
knowledge in
practice
 Capacity for
analysis and
synthesis
 Capacity to
adapt to new
situations
 Interpersonal
skills
Academics
 Basic knowledge
of the field of
study
 Capacity for
analysis and
synthesis
 Capacity to learn
 Capacity for
generating new
ideas (creativity)
 Capacity for
applying
knowledge in
practice
Tuning definitions
TUNING DEFINITIONS:
Competences: The Tuning Project focuses on subject
specific competences and generic competences. These
competences represent a dynamic combination of
attributes, abilities and attitudes. Fostering these
competences are the object of educational programmes.
Competences will be formed in various course units and
assessed at different stages.
[competences are obtained by the student]
Tuning definitions
TUNING DEFINITIONS:
Learning outcomes: Statements of what a learner is
expected to know, understand and/or be able to
demonstrate after completion of learning. They can refer to
a single course unit or module or else to a period of
studies, for example, a first or a second cycle programme.
Learning outcomes specify the minimum requirements for
award of credit.
[learning outcomes are formulated by academic staff]
Tuning definitions
How are competences and learning outcomes
related?
• Learning outcomes according to Tuning methodology
should be formulated in terms of competences.
• Learning outcomes are minimum requirements of a unit or
a programmes and are expressed in terms what the learner
knows and is able to do at the end of the learning
experience.
• Competences may be developed to a greater degree than
the level required by the learning outcome.
TUNING METHODOLOGY:
learning outcomes and competences
Steps in designing degrees:
1. Identification of social needs
2. Definition of academic and professional profiles: translation into
learning outcomes and generic and subject specific competences
3. Translation into curricula
4. Translation into modules and approaches towards teaching,
learning and assessment
5. Programme quality assurance: built in monitoring, evaluation and
updating procedures
A methodology for designing, planning and
implementing curricula
Traditional methodology:
 developed in a national context largely for monodisciplinary study programmes
 intended for educating graduates with a traditional
profile
 focussing on knowledge and content
Approach:
 staff / teacher oriented
 compulsory subjects to be covered
 input oriented
A methodology for designing, planning
and implementing curricula
Tuning approach:
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student centred
definition of academic and professional profiles
definition of learning outcomes
identifying generic and subject specific competences
output oriented curricula
Tuning methodology and model:
 appropriate for mono-disciplinary, inter- and multidisciplinary,
integrated and joint degree programmes
 valid for graduates with wide range of profiles
 focussing on competences
Tuning model for European comparable degrees
IDENTIFICATION OF SOCIAL NEEDS
CONSULTATION AT EUROPEAN LEVEL
LOCATION OF RESOURCES
EMPLOYERS AND
OTHER
STAKEHOLDERS
ACADEMIC
COMMUNITY:
COMMON
REFERENCE
POINTS
PROFESSIONALS AND
PROFESSIONAL BODIES
DEFINITION OF ACADEMIC AND
PROFESSIONAL PROFILES
• ACADEMIC RESOURCES
• ORGANISATIONAL RESOURCES
• FINANCIAL RESOURCES
• STRATEGIC ALLIANCES WITH
OTHER BODIES
TRANSLATION INTO DESIRED
LEARNING OUTCOMES:
• GENERIC COMPETENCES
• SUBJECT SPECIFIC COMPETENCES
TRANSLATION INTO EDUCATIONAL
UNITS AND ACTIVITIES TO ACHIEVE
DEFINED LEARNING OUTCOMES
TRANSLATION INTO CURRICULA:
• CONTENT (KNOWLEDGE,
ASSESSMENT
UNDERSTANDING AND SKILLS)
•STRUCTURE (MODULES AND CREDITS)
APPROACHES TO TEACHING AND
LEARNING
PROGRAMME QUALITY
ASSURANCE
THE TUNING DYNAMIC QUALITY DEVELOPMENT
CIRCLE
Definition of academic
and professional
profiles
Identification of
resources
Programme design: definition of
learning outcomes / competences
Evaluation
and
improvement
(on the basis
of feed back
and back
forward)
Programme quality assurance
Selection of types of
assessement
Construction of
curricula:
content and
structure
Selection of teaching and
learning approaches
LEARNING OUTCOMES AND
COMPETENCES IN STUDY
PROGRAMMES
Professional profile
2nd.
cycle
Second cycle learning outcomes defined in terms
of generic and subject specific competences
Professional profile
1st.
cycle
First cycle learning outcomes defined in terms of
generic and subject specific competences
Course unit
LEARNING OUTCOMES AND
COMPETENCES IN STUDY
PROGRAMMES
Example
Course unit/
learning outcome
Unit 1
Unit 2
Competence
A
X=
C
D
x
F
x
x
x
E
G
H
I
F
x
x
Unit 3
Unit 4
B
x
x
x
x
x
THIS COMPETENCE IS DEVELOPED AND ASSESSED AND IS
MENTIONED IN THE LEARNING OUTCOME OF THIS UNIT
Thematic Networks and Tuning:
How to adapt and how to adopt the
Tuning methodology?
Tuning envisages co-operation with
Thematic Networks at three levels:
I.
II.
III.
Exchange of Information
Cooperation as a Synergy Group
Cooperation as a Core Area
I.
Exchange of Information
Aim:
To collect information about Tuning by the TNP
Task:
To ask for information from the Tuning coordinating team
(by letter or e-mail).
When contacting TUNING, please include:
- Type of information requested: general presentation,
emphasis on one aspect, possibility of initiating the
project,etc.
- Information about previous contacts with (a) Tuning
representative(s).
- Request for a Tuning counsellor.
II.
Cooperation as a Synergy Group
Aim:
Develop knowledge of Tuning Methodology with regard to
some of the Tuning lines.
Task 1: Contact the Tuning coordination team and express interest in
one or more particular line(s) of development.
Task 2: Decide on conditions of cooperation with Tuning and on the
level of support expected from Tuning.
Task 3: Implement the methodology in the selected line(s). (See
Cooperation as a Core Area)
III. Cooperation as a Core Area
Aim: Apply the Tuning Methodology along all five lines
for the specific subject area of the Thematic
Network.
Line 1 and 2:
Generic and Subject Specific Competences
Objective:
Develop academic and professional profiles
for a degree programme within the
Thematic Network area. Identify the learning
outcomes expressed in generic and subject
specific competences.
Generic and Subject Specific Competences
Task 1: Obtain information on the findings and methodology of
Tuning.
Task 2: Produce a Map of Professions in Europe in relation to the
area.
Task 3: Choose a degree programme and debate how to find out
the importance of generic competences for the degree
chosen and select a number of competences from the
Tuning list.
Task 4: Reflect and debate on Levels particularly in relation to First
and Second Cycle
Task 5: Identify the most relevant generic competences for the
subject area.
Task 6: Identify the most relevant subject specific competences,
taking into account the input from professional bodies and
graduates (stakeholders).
Generic and Subject Specific Competences
Task 7:
Make a questionnaire with the most relevant
subject specific competences and distribute it
among academic colleagues in Europe.
Task 8: Send the set of completed questionnaires
(minimum 250) to the coordination team for
analysis.
Task 9: Discuss the outcomes in the TNP and with
stakeholders.
Task 10: Write a final report; formulate the learning
outcomes (European reference points)
expressed in terms of competences by
identifying the common, diverse and dynamic
elements of the subject area. Distinguish the
learning outcomes by level (first and second
cycle).
Line 3: Use of ECTS as an
accumulation system
Objective: To build up knowledge and experience on ECTS both as
a transfer and accumulation system and to be able to use
it in curricula design and delivery in the specific subject
area.
Task 1: Understanding of ECTS principles, tools and key features
through awareness and group debate on ECTS key
documents.
Task 2: Raise awareness of the relation between ECTS and the
concept of learning outcomes and competences for
curriculum design and development by using Tuning
documentation.
Task 3: Identify methods for measuring workload in the subject area
and compare these to the Tuning approach. Test examples
of good practice.
Task 4: Write a report about the findings regarding the
implementation of ECTS as an accumulation system and the
measuring of workload.
Line 4: Approaches to Teaching,
Learning and Assessment
Objective: Obtain a deeper understanding of competence based student-centred learning and the impact it has on
approaches to teaching, learning and assessment.
Task 1: Choose a number of generic and subject specific
competences, relevant for the thematic area and debate
how to implement them in curricula.
Task 2: Collect ideas and examples of good practice of teaching,
learning and assessment methods regarding the
implementation of generic and subject specific
competences in degree programmes.
Task 3: Reflect on the outcomes of this exercise.
Task 4: Write a report on approaches to Teaching, Learning and
Assessment in relation to the subject area.
Line 5 – Quality Enhancement
Objective: Develop an understanding of the Tuning
methodology as an internal system of quality
assurance in relation to programme design
and programme delivery.
Task 1: Raise awareness on the Tuning approach in
relation to Quality assurance in programme
design and delivery.
Task 2: Apply this approach to the subject area.
Task 3: Write a report on the experiences.
Publication and Dissemination
-
A report is envisaged at the end of the process for
every Thematic Network which has completely followed
the Tuning methodology.
This publication will consist of the reports of the
different lines. It will be a joint publication.
(Tuning – X Thematic Network)
More information:
Tuning coordinating team
Contact persons:
[email protected]
[email protected]
Websites
http://europa.eu.int/comm/education/socrates/
TuningProject
http://www.relint.deusto.es/TuningProject/index.htm
http://www.let.rug.nl/TuningProject/index.htm