DAAD / FU Berlin TPD Seminar:DAAD / FU Berlin TPD Seminar:Joint and Double Degree Programs in Engineering EducationJoint and Double Degree Programs in Engineering Education

Chicago, June 16th-18th 2006 Chicago, June 16th-18th 2006

Tuning Educational Structures in Europe: Tuning Educational Structures in Europe:

The shift from In-put to Outcomes and from The shift from In-put to Outcomes and from teaching to learningteaching to learning

Günter Heitmann, Technical University BerlinGünter Heitmann, Technical University Berlin

SEFI, E4/TREE, EUR-ACESEFI, E4/TREE, EUR-ACE

1.  1.  The Tuning project in the context of the Bologna The Tuning project in the context of the Bologna Process Process 2. Engineering Education and the “Tuning of 2. Engineering Education and the “Tuning of Educational Structures in Europe” Educational Structures in Europe”

3. Impact on Internationalisation and the development3. Impact on Internationalisation and the development of Joint and Double Degree programs of Joint and Double Degree programs

Structure and Organisation of Degree Programmes

Post Integrated Graduate Bologna Masters Schools

B

M

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Bologna Process DeficienciesBologna Process Deficiencies

Need for an agreement on qualitative aspects of Need for an agreement on qualitative aspects of cycles and levels:cycles and levels:

- - framework of qualifications with qualitative dimensionsframework of qualifications with qualitative dimensions

- - in-put versus outcomes orientation,in-put versus outcomes orientation, - a „common language“ and shared understanding of level - a „common language“ and shared understanding of level

descriptors and learning outcomes, descriptors and learning outcomes, - curriculum development based on intended outcomes;- curriculum development based on intended outcomes;

Need for shared, trust building quality assurance Need for shared, trust building quality assurance approaches in Europeapproaches in Europe

Quality improvement perspectives and incentivesQuality improvement perspectives and incentives

The „Tuning Educational Structures The „Tuning Educational Structures in Europe“ project: Objectivesin Europe“ project: Objectives

• • To create a basis for comparability and transparencyTo create a basis for comparability and transparency

• • To facilitate a high level of European-wide convergence but To facilitate a high level of European-wide convergence but keeping diversitykeeping diversity

• • To produce reference points for analysing and comparing program To produce reference points for analysing and comparing program and degree structures and outcomesand degree structures and outcomes

• • To stimulate Universities to develop their strategies with reference To stimulate Universities to develop their strategies with reference not only to knowledge/contents, but also to general competences not only to knowledge/contents, but also to general competences and to teaching/learning methodologiesand to teaching/learning methodologies

The „Tuning project“: Organisation The „Tuning project“: Organisation 2000 to 20062000 to 2006

• • „ „Tuning educational structures in Europe“, project of a Network Tuning educational structures in Europe“, project of a Network of 135 European Universities built in 2000, funded by the of 135 European Universities built in 2000, funded by the European Union;European Union;

• • Focused on a general approach to competence based curriculum Focused on a general approach to competence based curriculum development and specifications in meanwhile 9 subject areas,development and specifications in meanwhile 9 subject areas,

including Mathematics, Physics and Chemistryincluding Mathematics, Physics and Chemistry

• • Cooperations and synergy groups with other subject areas and Cooperations and synergy groups with other subject areas and networks including engineering education;networks including engineering education;

• • CCooperation with Latin-America since the second stage 2002-2004;ooperation with Latin-America since the second stage 2002-2004;

Voluntary application of the tuning approach at various universitiesVoluntary application of the tuning approach at various universities

The Tuning project approachThe Tuning project approach

• • Program and curriculum development based on outcomesProgram and curriculum development based on outcomes

• • Outcomes defined in terms of generic and subject specific competencesOutcomes defined in terms of generic and subject specific competences

• • Distinction of 30 generic competences which stakeholders should use to Distinction of 30 generic competences which stakeholders should use to specify their requirements and universities / program providers to specify their requirements and universities / program providers to specify their profile specify their profile

• • Investigations in required subject specific competencies based on Investigations in required subject specific competencies based on questionnaires for various stakeholdersquestionnaires for various stakeholders

Curriculum development, performance assessment and quality assurance Curriculum development, performance assessment and quality assurance based on required or intended learning outcomes phrased as based on required or intended learning outcomes phrased as competencescompetences

The Tuning project: Generic The Tuning project: Generic competencescompetences

Ranking:First ten competences as perceived from graduates and Ranking:First ten competences as perceived from graduates and employers:employers:

Capacity for applying knowledge in practiceCapacity for applying knowledge in practice Capacity to adapt to new situationsCapacity to adapt to new situations Concern for qualityConcern for quality Information management skillsInformation management skills Ability to work autonomouslyAbility to work autonomously Capacity for analysis and synthesisCapacity for analysis and synthesis Capacity to learnCapacity to learn Problem solvingProblem solving TeamworkTeamwork Capacity for organisation and planningCapacity for organisation and planning

The Tuning project: Generic competencesThe Tuning project: Generic competences

Ranking: Last three competences as perceived from graduates :Ranking: Last three competences as perceived from graduates :

Understanding of cultures and customs of other countriesUnderstanding of cultures and customs of other countries

Appreciation of diversity and multiculturalityAppreciation of diversity and multiculturality

Ability to work in an international contextAbility to work in an international context

Employers had a much higher ranking of these competencesEmployers had a much higher ranking of these competences

Tuning Survey of Physics Graduates: Highest Ranked General Competencies

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Tuning project: subject specific competencesTuning project: subject specific competences

Subject specific competences have been differently Subject specific competences have been differently determined by the involved 9 subject area groups of the determined by the involved 9 subject area groups of the Tuning project.Tuning project.

The German National Framework of Qualifications for The German National Framework of Qualifications for Higher Education from 2005, has partly adopted the Higher Education from 2005, has partly adopted the generic competence classification of the Tuning generic competence classification of the Tuning approach approach

2. Engineering Education and „Tuning of 2. Engineering Education and „Tuning of Educational Structures in Europe“Educational Structures in Europe“

Engineering Education was not part of the Tuning project but Engineering Education was not part of the Tuning project but collaborated by a synergy group of the Thematic Network E4/TREE collaborated by a synergy group of the Thematic Network E4/TREE and the Thematic Network of Civil Engineering (EUCEET),and the Thematic Network of Civil Engineering (EUCEET),

The Engineering education community shifted to outcomes The Engineering education community shifted to outcomes orientation earlier than the Tuning project but favours a more orientation earlier than the Tuning project but favours a more operational phrasing of outcomes derived from engineering work operational phrasing of outcomes derived from engineering work situations and its economic, societal and cultural context situations and its economic, societal and cultural context

This is reflected in national and transnational (EUR-ACE) This is reflected in national and transnational (EUR-ACE) accreditation standards, subject benchmarks, requirement accreditation standards, subject benchmarks, requirement questionnaires, programme specifications, course module descriptionsquestionnaires, programme specifications, course module descriptions

The Thematic Network Engineering Education in Europe (E4) The Thematic Network Engineering Education in Europe (E4) proposed a comprehensive approach to curriculum development proposed a comprehensive approach to curriculum development

Curriculum development requirements:Curriculum development requirements:

Programs should not only educate subject related competences but Programs should not only educate subject related competences but personal competences and social skills and attitudes;personal competences and social skills and attitudes;

Program providers must specify and justify the envisaged Program providers must specify and justify the envisaged qualification profile according to the needs and the level;qualification profile according to the needs and the level;

Module/Course providers must specify learning objectives and Module/Course providers must specify learning objectives and intended learning outcomes;intended learning outcomes;

Program providers must make evident, by which kind of Program providers must make evident, by which kind of teaching/learning arrangements they plan to achieve the intended teaching/learning arrangements they plan to achieve the intended outcomes and how to assess them;outcomes and how to assess them;

Continuous quality assurance has to be implemented and Continuous quality assurance has to be implemented and approaches for program development must exist. approaches for program development must exist.

ABET - Evaluation & ABET - Evaluation & Assessment CyclesAssessment Cycles

“2-loop Process”“2-loop Process”

Input fromConstituencies

Input fromConstituencies

Evaluate ObjectivesEvaluate ObjectivesEvaluate Objectives/ Assess Outcomes

Evaluate Objectives/ Assess Outcomes

Formal InstructionStudent Activities

Formal InstructionStudent Activities

Establish Indicators for Outcomes to Lead

to Achievementof Objectives

Establish Indicators for Outcomes to Lead

to Achievementof Objectives

Determine HowOutcomes will be

Assessed

Determine HowOutcomes will be

Assessed

Determine HowOutcomes will be

Achieved

Determine HowOutcomes will be

Achieved

Determine OutcomesRequired to Achieve

Objectives

Determine OutcomesRequired to Achieve

Objectives

Determine educational objectives

Determine educational objectives

UK-SPEC Competence StatementsUK-SPEC Competence Statements

Using knowledge and understanding to apply and develop Using knowledge and understanding to apply and develop technologytechnology

Applying appropriate theoretical and practical methodsApplying appropriate theoretical and practical methods

Providing technical and commercial leadership and Providing technical and commercial leadership and managementmanagement

Demonstrating effective interpersonal skillsDemonstrating effective interpersonal skills

Recognizing obligations to society, the profession and the Recognizing obligations to society, the profession and the environmentenvironment

UK-SPEC: General Learning OutcomesUK-SPEC: General Learning Outcomes

Knowledge and UnderstandingKnowledge and Understanding

Intellectual AbilitiesIntellectual Abilities

Practical SkillsPractical Skills

General Transferable SkillsGeneral Transferable Skills

Applicable to Applicable to allall registration categories and qualification levels registration categories and qualification levels

Specific Learning OutcomesSpecific Learning Outcomes

Underpinning Science and MathematicsUnderpinning Science and Mathematics Engineering analysisEngineering analysis DesignDesign Economic, social and environmental contextEconomic, social and environmental context Engineering PracticeEngineering Practice

Presented for Presented for Bachelors (Honours) and MEng degree Bachelors (Honours) and MEng degree level for level for CEngCEng registration registration

Details: Details: http://www.ukspec.org.ukhttp://www.ukspec.org.uk

Output Standards of the Engineering Output Standards of the Engineering Professors Council (UK)Professors Council (UK)

Defined 26 generic abilities (ability to ...) in 7 Defined 26 generic abilities (ability to ...) in 7 groups, which are in the core of engineering:groups, which are in the core of engineering:

1.1. Ability to exercise Key Skills,Ability to exercise Key Skills,

2.2. Ability to transform existing systems into Ability to transform existing systems into conceptual models,conceptual models,

3.3. Ability to transform conceptual models into Ability to transform conceptual models into determinable modelsdeterminable models

Output Standards of the Engineering Output Standards of the Engineering Professors Council (UK)Professors Council (UK)

4.4. Ability to use determinable models to obtain system Ability to use determinable models to obtain system specifications in terms of parametric values,specifications in terms of parametric values,

5.5. Ability to select optimum specifications and create Ability to select optimum specifications and create physical models,physical models,

6.6. Ability to apply the results from physical models to Ability to apply the results from physical models to create real target systems,create real target systems,

7.7. Ability to critically review real target systems and Ability to critically review real target systems and personal performance.personal performance.

ABETABETProgram Outcomes (a - k)Program Outcomes (a - k)

An ability to apply knowledge of mathematics, science and engineering appropriate to the disciplineAn ability to apply knowledge of mathematics, science and engineering appropriate to the discipline

aa

An ability to function on multi-disciplinary teamsAn ability to function on multi-disciplinary teamsdd

An ability to design and conduct experiments, analyze and interpret dataAn ability to design and conduct experiments, analyze and interpret data

bb

An ability to design system, component, or process to meet desired needsAn ability to design system, component, or process to meet desired needs

cc

An ability to identify, formulate and solve engineering problemsAn ability to identify, formulate and solve engineering problemsee

An understanding of professional and ethical responsibilityAn understanding of professional and ethical responsibilityff

ABETABETProgram Outcomes (a - k)Program Outcomes (a - k)

A recognition of the need for, and an ability to engage in life-long learningA recognition of the need for, and an ability to engage in life-long learning

ii

An ability to communicate effectivelyAn ability to communicate effectivelygg

The broad education necessary to understand the impact of engineering solutions in a societal contextThe broad education necessary to understand the impact of engineering solutions in a societal context

hh

A knowledge of contemporary issuesA knowledge of contemporary issuesjj

An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice issuesAn ability to use the techniques, skills, and modern engineering tools necessary for engineering practice issues

kk

CDIO – Conceive, Design, Implement, Operate

an Outcomes and Competence Based Curriculum Development

www.cdio.org

CDIO outcomesCDIO outcomes1. Technical Knowledge & Reasoning:1. Technical Knowledge & Reasoning:

Knowledge of underlying sciencesKnowledge of underlying sciences Core engineering fundamental knowledgeCore engineering fundamental knowledge Advanced engineering fundamental Advanced engineering fundamental

knowledgeknowledge

2. Personal and Professional Skills & 2. Personal and Professional Skills & AttributesAttributes Engineering reasoning and problem solvingEngineering reasoning and problem solving

Experimentation and knowledge discoveryExperimentation and knowledge discovery System thinkingSystem thinking Personal skills and attributesPersonal skills and attributes Professional skills and attributesProfessional skills and attributes

CDIO outcomesCDIO outcomes

3. Interpersonal Skills: Teamwork & Communication3. Interpersonal Skills: Teamwork & Communication Multi-disciplinary teamworkMulti-disciplinary teamwork CommunicationsCommunications Communication in a foreign languageCommunication in a foreign language

4. Conceiving, Designing, Implementing & Operating4. Conceiving, Designing, Implementing & Operating Systems in the Enterprise & Societal ContextSystems in the Enterprise & Societal Context External and societal contextExternal and societal context Enterprise and business contextEnterprise and business context Conceiving ad engineering systemsConceiving ad engineering systems DesigningDesigning ImplementingImplementing OperatingOperating

List of Outcomes contains 2-3 more layers of detail

REMARKABLE AGREEMENT!

Proficiency expectations - professionals

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3. Impact on Internationalization and the 3. Impact on Internationalization and the developmentdevelopment of Joint and Double Degree programs of Joint and Double Degree programs Development of common outcomes oriented reference Development of common outcomes oriented reference

standards facilitates agreement on objectives of joint standards facilitates agreement on objectives of joint programs;programs;

Intended learning outcomes of transnational program Intended learning outcomes of transnational program structures and modules can be better determined;structures and modules can be better determined;

Expected added value of study or internship abroad can be Expected added value of study or internship abroad can be explicitely fixed; explicitely fixed;

Common approach to curriculum development facilitates Common approach to curriculum development facilitates mutual recognition and quality assurance/accreditationmutual recognition and quality assurance/accreditation

Recognition of different qualification levels and respective Recognition of different qualification levels and respective degrees will be easier, e.g. with regard to schemes of degrees will be easier, e.g. with regard to schemes of licensing and/or registrationlicensing and/or registration

Thanks for your attention.Thanks for your attention.Waiting for questions and comments:Waiting for questions and comments:

guenter.heitmann@tu-berlin.deguenter.heitmann@tu-berlin.de