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/
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