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Transcript of ECCE Education Task Force
ECCE Education Task ForceECCE Education Task Force
Prof. Iacint MANOLIUProf. Iacint MANOLIU (UAICR)(UAICR)
ECCE Task Force Education ChairmanECCE Task Force Education Chairman
First resultsFirst results
4242ndnd ECCE meeting, November 11 ECCE meeting, November 11thth – 12 – 12thth, 2005,, 2005,
Istanbul, TurkeyIstanbul, Turkey
of the Tuning Project with the of the Tuning Project with the participation of EUCEET and ECCEparticipation of EUCEET and ECCE
CONTENTCONTENT
1. What is Tuning
2. EUCEET-ECCE-Tuning – phases of the action
3. EUCEET-ECCE-Tuning – a chronology of the preparatory phase
4. EUCEET-ECCE-Tuning – the on-line consultation phase
5. EUCEET-ECCE-Tuning – first results of the on-line consultation
6. EUCEET-ECCE-Tuning – a final task : writing the “Summary of Tuning subject area findings”
What is Tuning?What is Tuning?
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
Tuning Phase I 2001- 2002
Closing Conference Brussels, 31 May 2002
Tuning Phase II 2003 – 2004
Closing Conference Brussels, 21 May 2004
Tuning Phase III 2005 – 2006
Launching Conference Budapest, 22 - 23 April 2005
The Tuning Methodology• Line 1: Generic competences
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 perspectivesDevelopment 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
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
7 Areas & 101 university depart. & 16 Countries Business Geology History Mathematics Physics Education Chemistry
Total number of respondents: 5183 Graduates 944 Employers 998 Academics
Data
Austria Belgium Denmark Finland France Germany Greece Iceland Ireland Italy Netherlands Norway Portugal Spain Sweden United
Kingdom
Thematic Networks and Tuning: Thematic Networks and Tuning: How to adapt and how to adopt How to adapt and how to adopt
the Tuning methodology?the Tuning methodology?
Tuning envisages co-operation with Thematic Networks at three
levels:
I. Exchange of Information
II. Cooperation as a Synergy Group
III. Cooperation as a Core Area
II.II. Cooperation as a Synergy Cooperation as a Synergy GroupGroup
Aim: Develop knowledge of Tuning Methodology
with regard to some of the Tuning lines.
Option made by EUCEET and ECCE:
- Line 1 Generic competences
Consultation of only of academics and employers
- Line 2 Subject specific competences
Consultation of academics
EUCEET –TuningA comparison
EUCEET Tuning
Area(s) 1 7
Universities 61 101
Countries 24 16
Total number of respondents
Graduates Employers Academics
76 7281151
5163 944 998
EUCEET-ECCE-Tuning EUCEET-ECCE-Tuning Phases of the actionPhases of the action
EUCEET-ECCE-TuningEUCEET-ECCE-Tuninga 4-phase actiona 4-phase action
I. The preparatory phase29 January 2004-10 December 2004
II. The on-line consultation phase1 March 2005-16 July 2005
III. Analysis of data resulting from the on-line consultation phase made by the Tuning specialist in statistics and by TUCEB
IV. Preparation of the “Summary of Tuning subject area findings”
EUCEET-ECCE-Tuning EUCEET-ECCE-Tuning preparatory phasepreparatory phase
A chronologyA chronology
● 29 January 200429 January 2004Brussels, TNs Coordinators meeting“All Thematic Networks must include Tuning elements in the proposal for 2004 – 2005” (Mr. Ettore Deodato, responsible for TNs in the DG Education and Culture)
● 16 February 200416 February 2004Paris, meeting of the EUCEET Management Committee MC decides to involve EUCEET as a synergy group in the Tuning Line 1 (Generic Competences) and Tuning Line 2 (Subject Specific Competences) and to found the EUCEET-Tuning Task Force chaired by Prof. Iacint Manoliu. It is also decided to ask Tuning MC to nominate Prof. Hendrik Ferdinande from Gent University as “Tuning expert” for EUCEET.
• 15 March 200415 March 2004GhentMeeting between Prof. Hendrik Ferdinande, nominated by Tuning Coordinator as a Tuning expert for EUCEET, and Prof. Iacint Manoliu
• 6 May 20046 May 2004Malta, 2nd EUCEET II General Assembly Prof. Hendrik Ferdinande makes in the plenary session a presentation on Tuning.
● 7 May 20047 May 2004Malta, after the closure of the 2nd EUCEET II General Assembly First meeting of the EUCEET-Tuning Task Force Attendance: 38 delegates from 31 universities partners in EUCEET II, coming from 21 countries.
Presentation of Prof. Ferdinande with the topic:“Thematic Network and Tuning. How to adopt and how to adapt the Tuning methodology?”
Discussions which followed made clear that:a.For Generic Competences, the 3 Questionnaires prepared by Tuning (for Graduates, for Employers and for Academics) have to be used.b.For Subject Specific Competences, a Questionnaire pertinent to Civil Engineering field must be produced by the EUCEET-Tuning Task Force
• 24 September 2004 24 September 2004 Paris, joint EUCEET Tuning Task Force and EUCEET MC meeting attended by:
• M-A. Cammarota (ENPC)
• R. Frank (ENPC)
• D.L. Smith (Imperial College)
• C. Kerr (Imperial College)
• A. Lovas (Budapest UTE)
• G. Farkas (Budapest UTE)
• P. Latinopoulos (AU Tessaloniki)
• E. Bratteland (NUST Trondheim)
• S. Majewski (SUT Gliwice)
• J.J. Aracil (ETSICCP Madrid)
• V. Kuraz (CTU Prague)
• R. Reinecke (IBR Munich)
• L. Boswell (City University London)
• M. Federau (IUT Odense)
• I. Manoliu (TUCEB)
• N. Radulescu (TUCEB)
A draft of the Questionnaire on Specific Conferences in civil Engineering is produced
• 11 November 200411 November 2004After consultations with Prof. Majewski, Prof. Manoliu sends to the members of the Task Force a new version of the questionnaire, containing 18 competences (instead of 21) and completed with commentaries.
● 24 November 200424 November 2004Meeting in Ghent between Prof. Hendrik Ferdinande and Prof. Iacint ManoliuProf. Ferdinande fully agreed with the Questionnaire and showed the report of the Tuning MC meeting in Bilbao, on 6 - 7 November 2004, in which a section was devoted to Thematic Networks.
• 27 September 200427 September 2004 An amendment on the draft is proposed by Iacint Manoliu and endorsed by members of the Task Force.
Introduction to questionnaire on the evaluation Introduction to questionnaire on the evaluation of the importance of of the importance of
specific competences for civil engineering specific competences for civil engineering
Below are presented a series of competences specific to your area. For each of them we would ask you to do two things:a. Indicate how important you think it is that a student should require the competence in his/her education for the First Cycle. Please use the values 1 to 4 according to the following key:1 = None, 2 = Weak, 3 = Considerable, 4 = Strong. Please, select the options in the corresponding box using the mouse of your computer.b. Indicate how important you think it is that a student should acquire the competence in his/her education for the second cycle. Please use the values 1 to 4 according to the following key: 1 = None, 2 = Weak, 3 = Considerable, 4 = Strong. Please select the option in the corresponding box using the mouse of your computer.Important note. By preparing the questionnaire, the EUCEET Tuning Task Force considered that the First Cycle is leading to a degree being by itself "relevant to the European labour market", as required by the Bologna Declaration.Some of the competences listed below and commentaries are adapted from the outcomes defining the "Body of knowledge" developed in 2003 by a Committee of the American Society of Civil Engineers.
In the "Body of knowledge", three levels of competence are defined, as follows:
● Level 1 (Recognition) represents a reasonable level of familiarity with a concept. At this level, the engineer is familiar with a concept, but lacks the knowledge to specify and procure solutions without additional expertise. For example, an engineer might recognize that a particular architectural plan poses significant construction difficulties without having the expertise to devise improved construction or design alternatives.
● Level 2 (Understanding) implies a thorough mental grasp and comprehension of a concept or topic. Understanding requires more than abstract knowledge and is the basis for creative developing and practical applying this knowledge. Understanding refers not only to the scientific and technical aspects, but to the ethical consequences and responsibility as well.
● Level 3 (Ability) is a capability to perform with competence. An engineer with the ability to design a particular system can take responsibility for the system, identifying all the necessary aspects of the design, and match objectives with appropriate technological solutions. As an engineer develops, the engineer’s abilities also develop so that more challenging and difficult problems can be solved.
Civil EngineeringQuestionnaire for academics
Specific competences
Importancefor first cycle
none = 1weak = 2
considerable = 3strong = 4
Importance for second cycle
none = 1weak = 2
considerable = 3strong = 4
1. An ability to apply knowledge of mathematics and other basic subjects
2. An ability to use knowledge of mechanics, applied mechanics and of other core subjects relevant to civil engineering
3. An ability to design a system or a component to meet desired needs
4. An ability to identify, formulate and solve common civil engineering problems
5. An ability to identify, formulate and solve complex civil engineering problems
6. An understanding of the interaction between technical and environmental issues and ability to design and construct environmentally friendly civil engineering works
7. An ability to design and conduct experiments, as well as analyse and interpret data
8. An ability to identify research needs and necessary resource
9. An ability to use the techniques, skills and modern engineering tools, including IT, necessary for engineering practice
10. An ability to apply knowledge in a specialized area related to civil engineering
11. An understanding of the elements of project and construction management of common civil engineering works
12. An understanding of the elements of project and construction management of complex civil engineering works
13. An understanding of professional and ethical responsibility of civil engineers
14. An understanding of the impact of solutions for civil engineering works in a global and societal context
15. An ability to communicate effectively
16. An understanding of the role of the leader and leadership principles and attitudes
17. A recognition of the need for, and the ability to engage in, life-long learning
18. An ability to function in multi-disciplinary teams
General Competences
1. Ability to work in an interdisciplinary team
2. Appreciation of diversity and multiculturality
3. Basic knowledge of the field of study
4. Basic knowledge of the profession
5. Capacity for analysis and synthesis
6. Capacity for applying knowledge in practice
7. Capacity for generating new ideas (creativity)
8. Capacity to adapt to new situations
9. Capacity to learn
10. Critical and self-critical abilities
11. Decision-making
12. Elementary computing skills (word processing, database, other utilities)
13. Ethical commitment
14. Interpersonal skills
15. Knowledge of a second language
16. Oral and written communication in your native language
17. Research skills
CIVIL ENGINEERING: Generic Competences
Questionnaire for academics and employersQuestionnaire for academics and employers
Listed below are the 17 competences which have been considered in the project Tuning Educational Structures in Europe as most important for the professional development of university graduates, regardless the degree and the field.
Please rank below the five most important competences according to your opinion.
Please write the number of the item within the box.
Mark on the first box the most important, on the second box the second most important and so on.
1. Item number
2. Item number
3. Item number
4. Item number
5. Item number
● 24 November 200424 November 2004Excerpts from the Report of the Tuning MC meeting in Bilbao:“Thematic NetworksThe project coordinators thank all MC members for the work they have done as Tuning counsellors over the past year. It has been time consuming but rewarding. However, for Tuning III in which about 20 TN’s will apply the Tuning approach, a more targeted and less energy taking procedure is needed. So far Tuning and the TN’s were in a process of information. Some of the TNs are quite advanced in applying Tuning, others are not”.
• 29 November 200429 November 2004Pablo Beneitone from Deusto University sends the template produced during the Tuning MC meeting in Bilbao for the use of TNs.
• 99 DecemberDecember 2004 2004Pablo. Beneitone writes to Prof. Manoliu:“If you want to conduct the consultation shortly, we could give you an on-line platform to do it.We could put the questionnaire on-line and you could inform your partners that they should complete the questionnaire on-line.” • 1010 DecemberDecember 2004 2004At the EUCEET II Management Committee meeting in Barcelona, a State-of-the-art of EUCEET-Tuning is presented by I. Manoliu, along with the offer made by Tuning Coodinator, Deusto University. The Management Committee decides unanimously the use the consultation on-line. It is decided also that surveys will be undertaken only among academics and employers, skipping the survey among graduates. A plan of action concerning the involvement of EUCEET in Tuning is adopted.
EUCEET-ECCE-TuningEUCEET-ECCE-Tuning
The on-line consultation phaseThe on-line consultation phase
• 1st February 2005Meeting of Tuning Coordinator with TNs representatives BrusselsAn agreement on the involvement of EUCEET II in Tuning is concluded in the following terms: • surveys only among academics and employers • the same questionnaire on generic competences for both academic and employers, namely the questionnaire with 17 generic competences prepared by Tuning for academics • respondents to be asked to rank the first 5 (among 17) of the generic competences • survey to be conducted on-line using the facilities of Deusto University
• 20 February 2005The list of usernames for academics and for employers for the on-line consultation is sent by Deusto University
• 1st March 2005A letter providing the usernames and the invitation for participation in the consultation on-line is sent by ENPC to all EUCEET II partners
List of usernames for countriesList of usernames for countries
No CountryCode
country
Generic Competences
Employers
101 Austria AT 7EGE101
102 Belgium BE 7EGE102
103 Bulgaria BG 7EGE103
104 Cyprus CY 7EGE104
105 Czech Republic CZ 7EGE105
106 Germany DE 7EGE106
107 Denmark DK 7EGE107
108 Estonia EE 7EGE108
109 Spain ES 7EGE109
110 Finland FI 7EGE110
111 France FR 7EGE111
112 Greece GR 7EGE112
113 Hungary HU 7EGE113
114 Ireland IE 7EGE114
115 Iceland IS 7EGE115
116 Italy IT 7EGE116
117 Lithuania LT 7EGE117
118 Latvia LV 7EGE118
119 Malta MT 7EGE119
120 Netherlands NL 7EGE120
121 Norway NO 7EGE121
122 Poland PL 7EGE122
123 Portugal PT 7EGE123
124 Romania RO 7EGE124
125 Sweden SE 7EGE125
126 Slovenia SI 7EGE126
127 Slovakia SK 7EGE127
128 Turkey TR 7EGE128
129 United Kingdom UK 7EGE129
• 2323rdrd April 2005 April 2005
Meeting of Tuning Coordinator with TNs Meeting of Tuning Coordinator with TNs representatives, Budapestrepresentatives, Budapest
“Tuning and the Thematic Networks: the way ahead”
An extension of the deadline of the on-line consultation until 15th July 2005 is obtained
ACADEMICS - GENERIC COMPETENCESANSWERS EVOLUTION
0
200
400
600
800
1000
1200
APRIL MAY JUNE JULY AUG
No
OF
AN
SW
ER
S1163
901
621
239
109
ACADEMICS - SPECIFIC COMPETENCESANSWERS EVOLUTION
0
200
400
600
800
1000
1200
APRIL MAY JUNE JULY AUG
No
OF
AN
SW
ER
S
1179
897
595
252
111
EMPLOYERS - GENERIC COMPETENCESANSWERS EVOLUTION
0
100
200
300
400
500
600
700
800
900
APRIL MAY JUNE JULY AUGUST
NO
OF
RE
CE
IVE
D A
NS
WE
RS
778
617
388
186
90
One of the hundreds e-mails received One of the hundreds e-mails received during the EUCEET-ECCE-Tuning during the EUCEET-ECCE-Tuning
exercise:exercise:
““I am the Dean and therefore my I am the Dean and therefore my answers are official. answers are official.
Can you tell me what will the others say Can you tell me what will the others say that can be different from the official that can be different from the official
answeranswer?”?”
EUCEET-ECCE-TuningEUCEET-ECCE-Tuning
First results of the on-line First results of the on-line consultationconsultation
1. Analysis made by the Tuning specialist in statistics, Mr. Paul Laka from Deusto University, who sent on 22 September 2005 the following pp presentation
Cluster sampling:
Respondents clustered within universities or countries
Assumptions of Simple Random Sampling (SRS) may not be valid: respondents are not strictly independent as subjected to a cluster effect,...
SURVEY SAMPLING
Design effect:
Clustered design is widely used in research and does not represent a source of bias
Cluster sampling affects the survey sampling error: it is increased depending on differences in measured items among clusters
Further analysis:
Simple Random Sampling estimates and procedures will not be used in either univariate or multivariate analysis
All further estimates and conclusions take into account the clustered nature of data at country level
SPECIFIC COMPETENCESSPECIFIC COMPETENCES
Sample distribution: Specific CompetencesGermany 58Denmark 29Estonia 27Spain 43France 42Greece 70Hungary 86Ireland 5Italy 75Lithuania 17Latvia 19Netherlands 10Norway 18Poland 167Portugal 40Romania 234Sweden 1Slovenia 47Slovakia 33Turkey 45United Kingdom 36
TOTAL 1179
Shorter label Descriptor
1. apply knowledge of mathematics An ability to apply know ledge of mathematics and other basic subjects
2. mechanics, applied mechanicsAn ability to use know ledge of mechanics, applied mechanics and of other core
subjects relevant to civil engineering
3. design a system to meet desired needs An ability to design a system or a component to meet desired needs
4. solve common civil engineering problems An ability to identify, formulate and solve common civil engineering problems
5. solve complex civil engineering problems An ability to identify, formulate and solve complex civil engineering problems
6. interaction between technical and environmental An understanding of the interaction betw een technical and environmental issues and
ability to design and construct environmentally f riendly civil engineering w orks
7. design and conduct experiments, An ability to design and conduct experiments, as w ell as analyse and interpret data
8. identify research needs and necessary resources An ability to identify research needs and necessary resources
9. use the techniques, sk ills and modern toolsAn ability to use the techniques, skills and modern engineering tools, including IT,
necessary for engineering practice
10. apply knowledge in a specialized area An ability to apply know ledge in a specialized area related to civil engineering
11. management of common worksAn understanding of the elements of project and construction management of
common civil engineering w orks
12. management of complex worksAn understanding of the elements of project and construction management of
complex civil engineering w orks
13. professional and ethical responsibility An understanding of professional and ethical responsibility of civil engineers
14. the impact of solutions An understanding of the impact of solutions for civil engineering w orks in a global
and societal context
15. communicate effectively An ability to communicate effectively
16. the role of the leader An understanding of the role of the leader and leadership principles and attitudes
17. need for life-long learning A recognition of the need for, and the ability to engage in, life-long learning
18. function in multi-disciplinary teams An ability to function in multi-disciplinary teams
Shorter labels are used for each item:
EUCEET: Specific Competences 1st CYCLE
1
2
3
4
8. id
enti
fy r
esea
rch
nee
ds
and
nec
essa
ryre
sou
rces
5. s
olv
e co
mp
lex
civi
l en
gin
eeri
ng
pro
ble
ms
12. m
anag
emen
t o
f co
mp
lex
wo
rks
7. d
esig
n a
nd
co
nd
uct
exp
erim
ents
,
16. t
he
role
of
the
lead
er
10. a
pp
ly k
no
wle
dg
e in
a s
pec
ializ
ed a
rea
14. t
he
imp
act
of
solu
tio
ns
11. m
anag
emen
t o
f co
mm
on
wo
rks
6. in
tera
ctio
n b
etw
een
tec
hn
ical
an
den
viro
nm
enta
l
3. d
esig
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tem
to
mee
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esir
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eed
s
18. f
un
ctio
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mu
lti-
dis
cip
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y te
ams
17. n
eed
fo
r lif
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ng
lear
nin
g
9. u
se t
he
tech
niq
ues
, ski
lls a
nd
mo
der
n t
oo
ls
13. p
rofe
ssio
nal
an
d e
thic
al r
esp
on
sib
ility
4. s
olv
e co
mm
on
civ
il en
gin
eeri
ng
pro
ble
ms
15. c
om
mu
nic
ate
effe
ctiv
ely
1. A
pp
ly k
no
wle
dg
e o
f m
ath
emat
ics
2. m
ech
anic
s, a
pp
lied
mec
han
ics
95% Confidence intervals, ordered competences
EUCEET: Specific Competences 2nd CYCLE
1
2
3
4
16. t
he
role
of
the
lead
er
14. t
he
imp
act
of
solu
tio
ns
12. m
anag
emen
t o
f co
mp
lex
wo
rks
8. id
enti
fy r
esea
rch
nee
ds
and
nec
essa
ryre
sou
rces
11. m
anag
emen
t o
f co
mm
on
wo
rks
7. d
esig
n a
nd
co
nd
uct
exp
erim
ents
,
6. in
tera
ctio
n b
etw
een
tec
hn
ical
an
den
viro
nm
enta
l
13. p
rofe
ssio
nal
an
d e
thic
al r
esp
on
sib
ility
1. A
pp
ly k
no
wle
dg
e o
f m
ath
emat
ics
17. n
eed
fo
r lif
e-lo
ng
lear
nin
g
10. a
pp
ly k
no
wle
dg
e in
a s
pec
ializ
ed a
rea
18. f
un
ctio
n in
mu
lti-
dis
cip
linar
y te
ams
9. u
se t
he
tech
niq
ues
, ski
lls a
nd
mo
der
n t
oo
ls
15. c
om
mu
nic
ate
effe
ctiv
ely
5. s
olv
e co
mp
lex
civi
l en
gin
eeri
ng
pro
ble
ms
4. s
olv
e co
mm
on
civ
il en
gin
eeri
ng
pro
ble
ms
3. d
esig
n a
sys
tem
to
mee
t d
esir
ed n
eed
s
2. m
ech
anic
s, a
pp
lied
mec
han
ics
95% Confidence intervals, ordered competences
EUCEET: Specific Competences 1st & 2nd CYCLE
1
2
3
4
1. A
pp
ly k
no
wle
dg
e o
fm
ath
emat
ics
2. m
ech
anic
s, a
pp
lied
mec
han
ics
3. d
esig
n a
sys
tem
to
mee
t d
esir
ed n
eed
s
4. s
olv
e co
mm
on
civ
ilen
gin
eeri
ng
pro
ble
ms
5. s
olv
e co
mp
lex
civi
len
gin
eeri
ng
pro
ble
ms
6. in
tera
ctio
n b
etw
een
tech
nic
al a
nd
envi
ron
men
tal
7. d
esig
n a
nd
co
nd
uct
exp
erim
ents
,
8. id
enti
fy r
esea
rch
nee
ds
and
nec
essa
ryre
sou
rces
9. u
se t
he
tech
niq
ues
,sk
ills
and
mo
der
n t
oo
ls
10. a
pp
ly k
no
wle
dg
e in
asp
ecia
lized
are
a
11. m
anag
emen
t o
fco
mm
on
wo
rks
12. m
anag
emen
t o
fco
mp
lex
wo
rks
13. p
rofe
ssio
nal
an
det
hic
al r
esp
on
sib
ility
14. t
he
imp
act
of
solu
tio
ns
15. c
om
mu
nic
ate
effe
ctiv
ely
16. t
he
role
of
the
lead
er
17. n
eed
fo
r lif
e-lo
ng
lear
nin
g
18. f
un
ctio
n in
mu
lti-
dis
cip
linar
y te
ams
1st Cycle
2nd Cycle
Competences by order in questionnaire
EUCEET: Specific Competences 1st & 2nd CYCLE
1
2
3
4
8. id
enti
fy r
esea
rch
nee
ds
and
nec
essa
ryre
sou
rces
5. s
olv
e co
mp
lex
civi
len
gin
eeri
ng
pro
ble
ms
12. m
anag
emen
t o
fco
mp
lex
wo
rks
7. d
esig
n a
nd
co
nd
uct
exp
erim
ents
,
16. t
he
role
of
the
lead
er
10. a
pp
ly k
no
wle
dg
e in
asp
ecia
lized
are
a
14. t
he
imp
act
of
solu
tio
ns
11. m
anag
emen
t o
fco
mm
on
wo
rks
6. in
tera
ctio
n b
etw
een
tech
nic
al a
nd
envi
ron
men
tal
3. d
esig
n a
sys
tem
to
mee
t d
esir
ed n
eed
s
18. f
un
ctio
n in
mu
lti-
dis
cip
linar
y te
ams
17. n
eed
fo
r lif
e-lo
ng
lear
nin
g
9. u
se t
he
tech
niq
ues
,sk
ills
and
mo
der
n t
oo
ls
13. p
rofe
ssio
nal
an
det
hic
al r
esp
on
sib
ility
4. s
olv
e co
mm
on
civ
ilen
gin
eeri
ng
pro
ble
ms
15. c
om
mu
nic
ate
effe
ctiv
ely
1. A
pp
ly k
no
wle
dg
e o
fm
ath
emat
ics
2. m
ech
anic
s, a
pp
lied
mec
han
ics
1st Cycle
2nd Cycle
Competences ordered according to 1st cycle
EUCEET: Specific Competences 1st & 2nd CYCLE
1
2
3
4
16. t
he
role
of
the
lead
er
14. t
he
imp
act
of
solu
tio
ns
12. m
anag
emen
t o
fco
mp
lex
wo
rks
8. id
enti
fy r
esea
rch
nee
ds
and
nec
essa
ryre
sou
rces
11. m
anag
emen
t o
fco
mm
on
wo
rks
7. d
esig
n a
nd
co
nd
uct
exp
erim
ents
,
6. in
tera
ctio
n b
etw
een
tech
nic
al a
nd
envi
ron
men
tal
13. p
rofe
ssio
nal
an
det
hic
al r
esp
on
sib
ility
1. A
pp
ly k
no
wle
dg
e o
fm
ath
emat
ics
17. n
eed
fo
r lif
e-lo
ng
lear
nin
g
10. a
pp
ly k
no
wle
dg
e in
asp
ecia
lized
are
a
18. f
un
ctio
n in
mu
lti-
dis
cip
linar
y te
ams
9. u
se t
he
tech
niq
ues
,sk
ills
and
mo
der
n t
oo
ls
15. c
om
mu
nic
ate
effe
ctiv
ely
5. s
olv
e co
mp
lex
civi
len
gin
eeri
ng
pro
ble
ms
4. s
olv
e co
mm
on
civ
ilen
gin
eeri
ng
pro
ble
ms
3. d
esig
n a
sys
tem
to
mee
t d
esir
ed n
eed
s
2. m
ech
anic
s, a
pp
lied
mec
han
ics
1st Cycle
2nd Cycle
Competences ordered according to 2nd cycle
EUCEET: Specific Competences 1st & 2nd CYCLE
1
2
3
4
1. A
pp
ly k
no
wle
dg
e o
fm
ath
emat
ics
2. m
ech
anic
s, a
pp
lied
mec
han
ics
15. c
om
mu
nic
ate
effe
ctiv
ely
13. p
rofe
ssio
nal
an
det
hic
al r
esp
on
sib
ility
11. m
anag
emen
t o
fco
mm
on
wo
rks
17. n
eed
fo
r lif
e-lo
ng
lear
nin
g
9. u
se t
he
tech
niq
ues
,sk
ills
and
mo
der
n t
oo
ls
14. t
he
imp
act
of
solu
tio
ns
4. s
olv
e co
mm
on
civ
ilen
gin
eeri
ng
pro
ble
ms
18. f
un
ctio
n in
mu
lti-
dis
cip
linar
y te
ams
6. in
tera
ctio
n b
etw
een
tech
nic
al a
nd
envi
ron
men
tal
16. t
he
role
of
the
lead
er
3. d
esig
n a
sys
tem
to
mee
t d
esir
ed n
eed
s
12. m
anag
emen
t o
fco
mp
lex
wo
rks
10. a
pp
ly k
no
wle
dg
e in
asp
ecia
lized
are
a
7. d
esig
n a
nd
co
nd
uct
exp
erim
ents
,
8. id
enti
fy r
esea
rch
nee
ds
and
nec
essa
ryre
sou
rces
5. s
olv
e co
mp
lex
civi
len
gin
eeri
ng
pro
ble
ms
1st Cycle
2nd Cycle
Competences ordered according to differences between cycles
ITEMS where countries showed some significant heterogeneity
FIRST CYCLE
1. Apply knowledge of mathematics
3. design a system to meet desired needs
4. solve common civil engineering problems
5. solve complex civil engineering problems
8. identify research needs and necessary resources
9. use the techniques, skills and modern tools
11. management of common works
12. management of complex works
13. professional and ethical responsibility
16. the role of the leader
17. need for life-long learning
(meaning that at least one of the countries showed a significantdifference from the overall mean, <1%))
SECOND CYCLE
5. solve complex civil engineering problems
7. design and conduct experiments, 8. identify research needs and necessary resources
9. use the techniques, skills and modern tools 12. management of complex works 13. professional and ethical responsibility
14. the impact of solutions 16. the role of the leader 17. need for life-long learning
18. function in multi-disciplinary teams
GENERIC COMPETENCESGENERIC COMPETENCES
Sample distribution: Generic CompetencesACADEMICS EMPLOYERS
Belgium 5 9Bulgaria 28 16Czech Republic 31 19Germany 55 41Denmark 36 2Estonia 30 16Spain 49 68France 40 20Greece 82 56Hungary 88 8Ireland 5 2Italy 64 17Lithuania 19 19Latvia 20 22Netherlands 12 -Norway 20 24Poland 162 65Portugal 37 26Romania 233 177Slovenia 36 41Slovakia 28 6Turkey 42 60United Kingdom 29 14TOTAL 1151 728
Shorter labels are used for each item:
Competence number Shorter label Descriptor
1 work in an interdisciplinary team Ability to work in an interdisciplinary team2 diversity and multiculturality Appreciation of diversity and multiculturality3 knowledge area Basic knowledge of the field of study4 knowledge profession Basic knowledge of the profession5 analysis and synthesis Capacity for analysis and synthesis6 applying knowledge in practice Capacity for applying knowledge in practice7 generating new ideas Capacity for generating new ideas (creativity)8 adapt to new situations Capacity to adapt to new situations9 learn Capacity to learn
10 critical abilities Critical and self-critical abilities11 decision-mak ing Decision-making12 computing sk ills Elementary computing skills (word processing, database, other utilities)13 ethical commitment Ethical commitment14 interpersonal sk ills Interpersonal skills15 second language Knowledge of a second language16 oral and written communication Oral and written communication in your native language17 research sk ills Research skills
0 0,5 1 1,5 2 2,5
2. diversity and multiculturality
17. research skills
14. interpersonal skills
12. computing skills
16. oral and written communication
13. ethical commitment
15. second language
10. critical abilities
11. decision-making
8. adapt to new situations
1. work in an interdisciplinary team
7. generating new ideas
9. learn
4. knowledge profession
5. analysis and synthesis
6. applying knowledge in practice
3. knowledge area
EUCEET: Generic Competences RANKING, AcademicsD
ecreasing ranking
3. knowledge area6. applying knowledge in practice5. analysis and synthesis4. knowledge profession
9. learn7. generating new ideas 1. work in an interdisciplinary team
8. adapt to new situations11. decision-making
10. critical abilities15. second language13. ethical commitment16. oral and written communication12. computing skills14. interpersonal skills
17. research skills2. diversity and multiculturality
The original ranking in 17
positions could be pooled into five groups so any ranking difference
between items in the same group is statistically non
significant (<1%)
GROUP 1
GROUP 2
GROUP 3
GROUP 4
GROUP 5
Decreasing ranking
EUCEET: Generic Competences RANKING, Academics
0 0,5 1 1,5 2 2,5
2. diversity and multiculturality
17. research skills
13. ethical commitment
12. computing skills
10. critical abilities
15. second language
16. oral and written communication
14. interpersonal skills
7. generating new ideas
8. adapt to new situations
9. learn
11. decision-making
3. knowledge area
1. work in an interdisciplinary team
5. analysis and synthesis
4. knowledge profession
6. applying knowledge in practice
EUCEET: Generic Competences RANKING, EmployersD
ecreasing ranking
The original ranking in 17
positions could be pooled into five groups so any ranking difference
between items in the same group is statistically non
significant (<1%)
GROUP 1
GROUP 2
GROUP 3
GROUP 4
GROUP 5
Decreasing ranking
EUCEET: Generic Competences RANKING, Employers
6. applying knowledge in practice4. knowledge profession
5. analysis and synthesis1. work in an interdisciplinary team3. knowledge area11. decision-making9. learn8. adapt to new situations
7. generating new ideas
14. interpersonal skills16. oral and written communication15. second language10. critical abilities12. computing skills13. ethical commitment
17. research skills2. diversity and multiculturality
Ranking academics
Ranking employers
3. knowledge area 1 56. applying knowledge in practice 2 15. analysis and synthesis 3 34. knowledge profession 4 29. learn 5 77. generating new ideas 6 91. work in an interdisciplinary team 7 48. adapt to new situations 8 811. decision-making 9 610. critical abilities 10 1315. second language 11 1213. ethical commitment 12 1516. oral and written communication 13 1112. computing skills 14 1414. interpersonal skills 15 1017. research skills 16 162. diversity and multiculturality 17 17
Spearman correlation coefficient between both rankings
0,87745098r =
Greatest ranking differencs
ITEMS where countries showed some significant heterogeneity(meaning that at least one of the countries showed a significantdifference from the overall mean, <1%)
ACADEMICS – Generic competences
1. work in an interdisciplinary team
3. knowledge area
4. knowledge profession
5. analysis and synthesis
12. computing skills
1. ACADEMICS
2. EMPLOYERS
None of the items showed a significant heterogeneity among countries
EUCEET-ECCE-TuningEUCEET-ECCE-Tuning
A final task: writing the A final task: writing the ““Summary of Tuning Summary of Tuning
subject area findingssubject area findings””
Template for summary of Tuning subject area findings
[Name of Subject Area]
Introduction to the subject area[maximum 2000 characters including spaces]A general description of the subject area and its key characteristics: is it understood in the same way in all European countries or are there relevant differences; are there any other particular aspects that should be mentioned in an overview.
Degree profile(s)[in table form]
Typical degrees offered in the subject area• First cycle in (name subject area / specific parts) • Second cycle in (name subject area / specific parts) • Third cycle in (name subject area / specific parts)
Typical occupations of the graduates in the subject area (map of professions)• First cycle• Second cycle• Third cycle
Role of subject area in other degree programmes[maximum 1000 characters including spaces]Which programmes and in what way.
Learning outcomes & competences - level cycle descriptors [in table form]• First cycle (subject specific and generic)• Second cycle (subject specific and generic)• Third cycle (subject specific and generic)Which are the main learning outcomes expressed in the relevant subject specific and generic competences (from the Tuning list of generic competences) for the different cycles, taking into account the level of the competence (what the graduate knows and is able to do) that has to be achieved. Consultation process with stakeholders [maximum 1000 characters including spaces]
Workload and ECTSWorkload of the typical degree programmes expressed in ECTS-credits:
• First cycle (180-240?)• Second cycle (60-90-120?)• Third cycle (120-180-240?)
Trends and differences within the European higher education area in this subject area. [maximum 2000 characters including spaces]
Learning, teaching & assessment[maximum 4000 characters including spaces]Three example of best practice in learning, teaching and assessment to achieve competences relevant to the subject area.
Quality enhancement[maximum 2000 characters including spaces]Subject area related observations on the use of Tuning tools in programme design, delivery, monitoring and improvement.
Actual content and deadline : Actual content and deadline : to be discussed and agreed upon with Tuning to be discussed and agreed upon with Tuning
CoordinatorCoordinator