Tuning Educational Structures in Europe, Asia and the World

Tuning: A New Strategy for Modernising Higher Education

Degree Programmes    

Robert WAGENAAR, University of Groningen  (NL)Joint co-ordinator Tuning Process

Co-director International Tuning Academy

 

International Conference: Cooperation Between HEI and Business – Why do we need to

cooperate? University Business Cooperation, Employability & Higher

Education Policy. Ljubljana, 25 October 2013

Outline of presentation

TUNING Process

i. What is Tuning?

ii. Contribution of Tuning to Modernize HE programmes

The Tuning Process is coordinated by the University of Deusto, Bilbao, Spain and the University of Groningen, the

Netherlands

1. Tuning Process

i. What is Tuning?

TUNING is an initiative for and by academics to reform the Higher

Education Area throughout the World.

It started as the Universities’ response to the challenge of the Bologna Process, but has

evolved into a world wide Process

TUNING MOTTO:Tuning of educational structures and programmes on the basis of diversity

and autonomy

Why Tuning?

To develop one language understood worldwide by all stakeholders: competences and learning outcomes

To stress the importance of general academic competences and skills for society

To involve stakeholders in the process of curriculum design and enhancement

To develop shared international reference points at disciplinary / subject area level

To give academics a key role in the process of reforming Higher Education structures and its degree programmes and qualifications

To focus on diversity by promoting flexibility To facilitate (inter)national mobility and recognition of studies

Why Tuning?

What is in it for the student and graduates of our degree programmes?

Learner-centred degree programmes: Well structured and transparent:

clear identification of the generic and subject competences which are developed

based on well described measurable Learning Outcomes Preparing to be (better) employable Preparing to take (social) responsibility Stimulating Personal development Facilitating (inter)national mobility and recognition

Student centred learning:

An approach or system that supports the design of learning programmes which focus on learners’ achievements, accommodate different learners’ priorities and are consistent with reasonable students’ workload (i.e workload that is feasible within the duration of the learning programme). It’s accommodates for learners’ greater involvement in the choice of content, mode, pace and place of learning.

Tuning Definitions

What is a competence according to Tuning?

Tuning definition of competences • Competences represent a dynamic combination of

knowledge, understanding, skills and abilities. • Fostering competences is the object of educational

programmes. • Competences are formed in various course units and

assessed at different stages.

[competences are obtained by the student]

Tuning Definitions

Academic area vs. professional area and competences

Academic field

Employment profile

Competence Circle

Academic field

Academic field

TUNING Philosophy

What is a learning outcome according to Tuning?

Level of competence is expressed in terms of Learning outcomes:

• Statements of what a learner is expected to know, understand and be able to demonstrate after completion a period 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 requirements for award of credit.

[learning outcomes are formulated by academic staff]

Tuning Definitions

Source: Jeremy Cox (Polifonia Network) for Tuning

TUNING Philosophy

Why Tuning?

TUNING: What is in it for Society?Universities which contribute effectively to the welfare of society by offering: High quality, cost-effective state-of-the-art degree

programmes Highly employable graduates (right set of skills and

wider competences) Graduates well aware of the social needs of society Full involvement in social and economic local,

regional and (inter)national debates (no ivory tower)

Why Tuning?

What is required?

Degree programmes which are up-to-date, relevant and based on competence development and Learning Outcomes

How do we know?

Outcomes Tuning consultation process among stakeholders

Open discussions with main stakeholders

Relevance of degree programmes

According to more than 2.500 Human Resource recruiters and 2.200 International chief executives consulted in the framework of the NT Times /Herald Tribune University Ranking for Employability of Graduates’, ‘What the job market wants’:

Focus should be on general/generic competences and skills in close conjunction with academic field.

University Ranking for Employability of

Graduates

Set of practical TOOLS for academics / institutions to develop and enhance degree programmes

a. A methodology to design / enhance, deliver student centred degree programmes (for all three cycles) based on the Competences and Learning Outcome approach

b. Meta-profiles for a growing number of Sectors and Subject Areas

c. A Guide to formulating degree programme profiles. Including Programme Competences and Programme Learning Outcomes

d. A methodology to calculate LOs and workload based credits (ECTS, CLAR, ACTS)

e. A platform for academics to discuss the implications of higher education reforms

ii Main Contributions of Tuning to Modernize HE Programmes

Tuning approach based on 6 consistent features for degree programmes:• an identified and agreed need

• a well described profile• corresponding learning outcomes phrased in terms of generic and

subject specific competence (lines 1 and 2)

• the correct allocation of ECTS credits to units (line 3)• appropriate approaches to learning, teaching and assessment (line

4)• methodology for quality enhancement (line 5)

TUNING focuses on:

<< fitness of purpose >> (meets expectations)and

<< fitness for purpose >> (meets aims)

a. Methodology to design / deliver student centred degree programmes

Large scale consultations among stakeholders

(academics, employers, graduates and students)

to identify most relevant competences and levels

of achievement in degree programmes

Consultation of stakeholder groups

Tuning global consultation of stakeholders: Europe Latin-America Russia Africa Central Asian Republics China

Some outcomes of Tuning Consultations

Two levels: generic/general competences/skills and subject specific ones

Groups consulted: employers, academics, graduates and students

Variables used: Importance versus Achievement Ranking of Competences

Europe versus Latin America

Competence ACA STU EMP GRA ACA STU EMP GRA

Ability for abstract thinking, analysis and synthesis 1 2 2 2 1 2 2 2

Ability to apply knowledge in practical situations 2 1 1 1 2 1 1 1

Knowledge and understanding of the subject area and underst. of the prof. 3 3 3 4 3 4 4 4

Ability to identify, pose and resolve problems 5 4 5 3 4 3 3 3

Capacity to learn and stay up-to-date with learning 7 5 8 5 5 7 9 5

Capacity to generate new ideas (creativity) 10 13 14 16 6 8 8 9

Ability to be critical and self-critical 12 14 18 19 7 9 17 11

Ability to communicate both orally and through the written word in native language 8 9 13 13 8 13 12 12

Ability to search for, process and analyse information from a variety of sources 15 19 19 18 9 12 14 8

Ability to undertake research at an appropriate level 4 6 7 6 10 18 20 15

Ability to work in a team 11 15 6 9 11 5 5 7

Interpersonal and interaction skills 23 24 20 22 12 14 11 14

Ability to work autonomously 24 25 24 24 13 15 15 17

Ability to plan and manage time 17 17 9 14 14 6 6 6

Ability to adapt to and act in new situations 20 20 21 20 15 10 7 10

Ability to make reasoned decisions 13 8 12 8 16 16 10 13

Ability to act on the basis of ethical reasoning 6 7 4 7 17 22 22 23

Ability to communicate in a second language 19 10 22 15 18 11 16 16

Skills in the use of information and communications technologies 14 12 15 10 19 19 21 20

Ability to motivate people and move toward common goals 22 22 17 21 20 17 13 19

Ability to work in an international context 26 23 26 23 21 20 24 21

Ability to evaluate and maintain the quality of work produced 16 18 11 11 22 23 19 22

Ability to act with social responsibility and civic awareness 9 11 10 17 23 25 23 24

Ability to design and manage projects 18 16 16 12 24 21 18 18

Appreciation of and respect for diversity and multiculturality 21 21 23 25 25 24 26 25

Commitment to the conservation of the environment 25 26 25 26 26 26 25 26

LATINAMERICA EUROPE 2008

Which general competences / skills are most important?

Analyzing and Synthesizing

Applying knowledge in practice

LeadershipWorking in a team

Problem solvingLearning abilities

Creativity

Communication skills

CONSULTING

PROFILING

DESIGNING

LEARNING

EVALUATING

ENHANCINGSTUDENT CENTRED LEARNING

Construction of relevant curricula

60 ECTS

60 ECTS

FIRST CYCLE PROGRAMME

COURSE UNIT

60 ECTS

Degree programme based on the Tuning methodology:• Programme based on profile,

sets of competences to be obtained, desired learning outcomes to be achieved, ECTS credits to be awarded

• Programme design is team work, based on consultation, discussion, cooperation

• Learning outcomes / competences to be developed are basis for credit allocation

• Teaching, learning and assessment approaches respect credit allocation: feasibility key factor

Top-down

Programme Design and Delivery

Programme Design and Delivery

Ten steps for designing/improving new programmes (or improving existing ones)

1. Determine need and potential

2. Define the profile and the key competences

3. Formulate the Programme Learning Outcomes

4. Decide whether to ‘modularise’ or not

5. Identify competences and formulate learning outcomes for each module

6. Determine the approaches to teaching, learning and assessment

7. Check whether the key generic and subject specific competences are covered

8. Describe the programme and the course units

9. Check balance and feasibility

10. Implement, monitor and improve

THE TUNING DYNAMIC QUALITY DEVELOPMENT CIRCLE

Definition of academic and professional profiles

Identification of resources

Programme design: definition of learning outcomes / competences

Construction of curricula: content and structure

Evaluation and improvement (on the basis of feed back and feed forward)

Selection of types of assessement

Selection of teaching and learning approaches

Quality in Process and Outcomes

TUNING METHODOLOGY in Translation

Degree programmes based on: (Cycle) level descriptors Academic and professional meta-profiles /

reference points Competences / Learning outcomes Student workload / time-related and Learning

Outcomes based credits

b. Meta-profiles for a growing number of Sectors and Subject Areas

International environment

Internationally established (subject specific) Tuning reference points

NQF NQF

European QFs

QFs of other world

regionsSectorial QF Sectorial QF

Word wide perspective: Tuning and Qualifications Frameworks

OECD-AHELO

pilot

Qualifications frameworks and Reference points / Standards

OECD-AHELO

Qualifications Frameworks and the National perspective

Meta-framework: EQF/ QF for EHEA EuropeNational QFs

Sectoral QFs/ Subject area based reference points

DEGREE PROGRAMMES

301

Qualifications Frameworks and Tuning

Existing instruments:• Meta-Qualifications Frameworks (EQF / QF for EHEA)• National Qualifications Frameworks • TUNING Sectoral Qualifications Frameworks: Social

Sciences, Humanities, Creative and Performing Arts• TUNING subject area meta-profiles or reference points

for large range of disciplines• Diploma Supplement (as an instrument to publish

content and outcomes of degree programmes)

Instruments under construction:• TUNING Sectoral Qualifications Frameworks for other

domains/sectors

Qualifications Frameworks and the Subject area perspective

QFdescriptors

TUNING Sectorial reference points

TUNING Subject specific Reference Points

THE RECOGNITION PYRAMIDE

Role of Tuning Sectorial Qualifications Frameworks

Humanities

Social Sciences

Natural Sciences

Health Care

Engineering

EQF

Creative and Performing Disciplines

Tuning innovation: Dimensions (Characteristics) of Sectors

Role of Reference Points / Tuning Meta-profiles

Reference Points for the Design and Delivery of Degree Programmes

Format 2005:

1. Introduction to the subject area

2. Degree profile(s): overview typical degrees and typical occupations

3. Learning outcomes & Competences – level cycle descriptors

4. Workload and ECTS

5. Learning, Teaching and Assessment

6. Quality enhancement

Tuning Subject Area Meta-Profile publications …

Other subject area brochures: Business Administration, Educational Sciences, Gender Studies, History, Mathematics, Nursing, etc.

Recent publications: Art History, Linguistics, Literature and Culture, Theology and Religious Studies.

Also published: Tuning AHELO conceptual frameworks for Economics and Engineering (first cycle)

From the Tuning glossary

Degree profile

“A description of the character of a degree program

or qualification. This description gives the main

features of the programme which are based on the

specific aims of the program, how it fits into the

academic map of disciplines or thematic studies and

how it relates to the professional world”.

Role of the Degree Profiles

Profiles have to serve different purposes

A good profile takes into account different users’ perspectives & interests

Profile

Role of the Degree Profiles

Tuning methodology is of global significance: nearly 100 countries involved

CLEAR CONCEPT

EASY TO UNDERSTAND

WORLDWIDE ACCEPTANCE

RESPECTS DIVERSITY

Global Significance

USA

Thank you for your attention !

http://www.unideusto.org/tuningeu/