1. 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

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. Academic area vs. professional area and competences Academic field Employment profile Competence Circle Academic field TUNING Philosophy

9. 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

10. Source: Jeremy Cox (Polifonia Network) for Tuning TUNING Philosophy

11. 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)

12. 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

13. 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.

14. University Ranking for Employability of Graduates

15. 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

16. 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: > (meets expectations) and > (meets aims) TUNING focuses on: > (meets expectations) and > (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

17. Consultation of stakeholder groups Tuning global consultation of stakeholders: Europe Latin-America Russia Africa Central Asian Republics China

18. 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

19. Europe versus Latin America

20. Which general competences / skills are most important? Analyzing and Synthesizing Applying knowledge in practice Leadership Working in a team Problem solving Learning abilities Creativity Communication skills

21. CONSULTING PROFILING DESIGNING LEARNING EVALUATING ENHANCING STUDENT CENTRED LEARNING Construction of relevant curricula

22. 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

23. 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

24. 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

25. TUNING METHODOLOGY in Translation

26. 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

27. International environment Internationally established (subject specific) Tuning reference points NQF European QFs QFs of other world regions Sectorial QF Word wide perspective: Tuning and Qualifications Frameworks OECD- AHELO pilot Qualifications frameworks and Reference points / Standards

28. OECD-AHELO

29. Qualifications Frameworks and the National perspective Meta-framework: EQF/ QF for EHEA Europe National QFs Sectoral QFs/ Subject area based reference points DEGREE PROGRAMMES

30. 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

31. Qualifications Frameworks and the Subject area perspective QF descriptors TUNING Sectorial reference points TUNING Subject specific Reference Points THE RECOGNITION PYRAMIDE

32. Role of Tuning Sectorial Qualifications Frameworks Humanities Social Sciences Natural Sciences Health Care Engineering EQF Creative and Performing Disciplines

33. Tuning innovation: Dimensions (Characteristics) of Sectors

34. 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

35. 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)

36. From the Tuning glossary Degree profile specific aims “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

37. Profiles have to serve different purposes A good profile takes into account different users’ perspectives & interests Profile Role of the Degree Profiles

39. Tuning methodology is of global significance: nearly 100 countries involved CLEAR CONCEPT EASY TO UNDERSTAND WORLDWIDE ACCEPTANCE RESPECTS DIVERSITY Global Significance USAUSAUSAUSA

40. Thank you for your attention ! http://www.unideusto.org/tuningeu/