Presentation on theme: "The TUNING Methodology TechnoTN 2004 Brussels, 13 February 2004 Dr. Julia González - Vice-rector for International Relations - University of Deusto."— Presentation transcript:
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: òTo implement the Bologna - Prague - Berlin process on university level òTo find ways to implement two cycles òTo identify common reference points from discipline and university perspective òTo develop professional profiles and comparable and compatible learning outcomes òTo facilitate employability by promoting transparency in educational structures (easily readable and comparable degrees) òTo develop a common language which is understood by all stakeholders (Higher education sector, employers, professional bodies)
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. Berlin Communiqué (19 September 2003)
TUNING METHODOLOGY: learning outcomes and competences General tendencies in higher education: òShift of paradigm: moving from a staff oriented approach to a student centred approach òLess specialised academic education in the first cycle òMore flexibility in first and second cycle programmes What should a student know, understand and be able to do to be employable?
The Tuning Methodology òLine 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. òLine 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. òLine 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. òLine 4: Mapping of approaches to teaching / learning and assessment in different countries òLine 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
FOCUS ON GENERIC COMPETENCES (GENERAL ACADEMIC SKILLS) TARGET GROUPS: GRADUATES EMPLOYERS ACADEMICS WHAT ARE THE MOST IMPORTANT COMPETENCES TO BE EMPLOYABLE INDEPENDENT OF ONES 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: 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: 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 THE TUNING QUESTIONNAIRE
Methodology and Results Cluster sampling: University 1 Respondents University 2 Respondents University 3 Respondents University 100 Respondents University 101 Respondents... Procedure of sample selection - Graduates - Employers - Academics RESPONDENTS FINAL SAMPLE
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 Kingdon
Combined ranking: First ten competences 2 Capacity for applying knowledge in practice Instrumental Interpersonal Systemic 3 3 Capacity to adapt to new situations Concern for quality 4 4 Information management skills Ability to work autonomously Results Comparing Graduates and Employers Capacity for analysis and synthesis Capacity to learn Problem solving 5 Teamwork 6 Capacity for organisation and planning
Combined ranking: Last three competences Results Comparing Graduates and Employers Instrumental Interpersonal Systemic 18 Understanding of cultures and customs of other countries Appreciation of diversity and multiculturality Ability to work in an international context
Results: Country effect Will to succeed Ability to work autonomously Knowledge of a second language Capacity for applying knowledge in practice Concern for quality Initiative and entrepreneurial spirit Ability to work in an interdisciplinary team 30 items REMAINING 23 ITEMS STRONG MILD & NO EFFECT
Fundamental Importance: Weighted Ranking of the Most Importance Competences. All Subjects
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 definitions
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: òdeveloped in a national context largely for mono- disciplinary study programmes òintended for educating graduates with a traditional profile òfocussing on knowledge and content Approach: òstaff / teacher oriented òcompulsory subjects to be covered òinput oriented
A methodology for designing, planning and implementing curricula Tuning approach: òstudent centred òdefinition of academic and professional profiles òdefinition of learning outcomes òidentifying generic and subject specific competences òoutput oriented curricula Tuning methodology and model: òappropriate for mono-disciplinary, inter- and multidisciplinary, integrated and joint degree programmes òvalid for graduates with wide range of profiles òfocussing on competences
IDENTIFICATION OF SOCIAL NEEDS CONSULTATION AT EUROPEAN LEVEL LOCATION OF RESOURCES EMPLOYERS AND OTHER STAKEHOLDERS ACADEMIC COMMUNITY: COMMON REFERENCE POINTS PROFESSIO- NALS AND PROFESSIO- NAL BODIES DEFINITION OF ACADEMIC AND PROFESSIONAL PROFILES TRANSLATION INTO DESIRED LEARNING OUTCOMES: GENERIC COMPETENCES SUBJECT SPECIFIC COMPETENCES TRANSLATION INTO CURRICULA: CONTENT (KNOWLEDGE, UNDERSTANDING AND SKILLS) STRUCTURE (MODULES AND CREDITS) APPROACHES TO TEACHING AND LEARNING ACADEMIC RESOURCES ORGANISATIONAL RESOURCES FINANCIAL RESOURCES STRATEGIC ALLIANCES WITH OTHER BODIES TRANSLATION INTO EDUCATIONAL UNITS AND ACTIVITIES TO ACHIEVE DEFINED LEARNING OUTCOMES ASSESSMENT PROGRAMME QUALITY ASSURANCE Tuning model for European comparable degrees
THE TUNING DYNAMIC QUALITY DEVELOPMENT CIRCLE Definition of academic and professional profiles Programme design: definition of learning outcomes / competences Identification of resources Construction of curricula: content and structure Selection of teaching and learning approaches Selection of types of assessement Evaluation and improvement (on the basis of feed back and back forward) Programme quality assurance
LEARNING OUTCOMES AND COMPETENCES IN STUDY PROGRAMMES Professional profile 2nd. cycle 1st. cycle Second cycle learning outcomes defined in terms of generic and subject specific competences First cycle learning outcomes defined in terms of generic and subject specific competences Professional profile Course unit
LEARNING OUTCOMES AND COMPETENCES IN STUDY PROGRAMMES Example Course unit/ learning outcome Unit 1 Unit 2 Competence A B C D E F G H I F x x X = THIS COMPETENCE IS DEVELOPED AND ASSESSED AND IS MENTIONED IN THE LEARNING OUTCOME OF THIS UNIT Unit 3 Unit 4 x x x
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.Exchange of Information II.Cooperation as a Synergy Group III.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 ). 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: Websites TuningProject