Student Study and Work Placement Mobility Bologna – Tuning Experts International Seminar Thursday 14 / Friday 15 May 2009 Student Study and Work Placement Mobility Robert Wagenaar Joint Coordinator TUNING Process Projects Chair Netherlands Bologna Experts Group Coordinator Erasmus Mundus MA Programme Euroculture: Europe in the Wider World Director of Undergraduate and Graduate Programmes

Student Study and Work Placement Mobility Outline of presentation Study and Work placement mobility: general observations The implications of a more flexible curriculum at first cycle; The academic challenges to increased mobility: Core curriculum Recognition Credits Assessment

Mobility is obtaining momentum again: Student Study and Work Placement Mobility General observations Mobility is obtaining momentum again: EC High level advisory group on Mobility 2008 Leuven Communiqué 2009: “… mobility shall be the hallmark of the European Higher Education Area. We call upon each country to increase mobility, to ensure its high quality and to diversity its types and scope. In 2020, at least 20% of those graduating in the EHEA should have had a study or training period abroad.”

The arguments (according to Leuven): Student Study and Work Placement Mobility The arguments (according to Leuven): enhances the quality of programmes strengthens the academic and cultural internationalization of European higher education is important for personal development and employability fosters respect for diversity and a capacity to deal with other cultures encourages linguistic pluralism increases cooperation and competition between higher education institutions

Student Study and Work Placement Mobility Growing study and work placement mobility is a real challenge to the HE world which requires a coherent strategy and approach, that is: Learning outcomes based programmes WHY LEARNING OUTCOMES? WHY TUNING? “We reassert the importance of the teaching mission of higher education institutions and the necessity for ongoing curricular reform geared toward the development of learning outcomes… Academics, in close cooperation with student and employer representatives, will continue to develop learning outcomes and international reference points for growing number of subject areas.” (Leuven Communiqué 2009)

What is Tuning? Student Study and Work Placement Mobility Developed by and for academics and students Offers: A transparent way to (re-)design degree programmes based on the concept of student centred learning Offers a language understood by all stakeholders (employers, professionals and academics) An approach respecting and allowing for differentiation / diversity An approach for developing flexible and divers degree programmes in a Life Long Learning context Shared reference points (not standards) at subject area level Methodology for high standard degree programmes in terms of process and outcomes

Student Study and Work Placement Mobility From staff oriented to student centred degree programmes Key factors for a necessary change of paradigm: - Focus on employability and citizenship - International cooperation in higher education: recognition of periods of studies - Development of transnational integrated programmes - Introduction and acceptance of (the Dublin / LLL) cycle level descriptors as well as subject area descriptors as a basis for degree programmes and Qualifications Frameworks Reflected in Tuning methodology: degree programmes based on academic and professional profiles, cycle level descriptors, learning outcomes / competence and time-based ECTS credits

Student Study and Work Placement Mobility Agreed basic structure for degree programmes in Europe: Degree profile Doctorate 3rd cycle Third cycle learning outcomes defined in terms of generic and subject specific competences Degree profile 2nd cycle (MA) 2nd cycle Second cycle learning outcomes defined in terms of generic and subject specific competences Degree profile 1st cycle (BA) 1st cycle First cycle learning outcomes defined in terms of generic and subject specific competences Ass. Degree Degree profile Associated degree Associated Degree / Certificate LO defined in terms of competences

Student Study and Work Placement Mobility 2. The implications of a more flexible curriculum at first cycle Different role for academic staff Consequences for design of degree programmes Programmes need to be based on profiles and learning outcomes Learning outcomes approach has consequences for learning, teaching and assessment methodologies Growing importance of quality assurance and enhancement for programme design and delivery

Student Study and Work Placement Mobility Tuning model Degree programme according to 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 the basis for credit allocation Teaching, learning and assessment approaches respect credit allocation: feasibility is key factor 60 ECTS FIRST CYCLE PROGRAMME COURSE UNIT Top-down

Student Study and Work Placement Mobility From the Tuning glossary (November 2006): “Degree profile “A description of the character of a degree programme or qualification. This description gives the main features of the programme which are based on the specific aims of the programme, how it fits into the academic map of disciplines or thematic studies and how it relates to the professional world”.

Profile Student Study and Work Placement Mobility Profiles has to serve different purposes A good profile takes into account different users’ perspectives & interests society person Profile professional academics

Student Study and Work Placement Mobility Degree profile (professional and/or academic) Key elements: Orientation: theoretical or applied Subject related knowledge/ know how (mono, multi, inter) Generic competences Subject specific skills Level of qualification (role of descriptor(s)) Employability (regulated / non-regulated) Social and professional responsibility Particular focus / specialisation Approach(es) towards TLA Role of work placement

Student Study and Work Placement Mobility Academic area vs. professional area and competences Competence Circle Employment profile Academic field Academic field Academic field

THE TUNING DYNAMIC QUALITY DEVELOPMENT CIRCLE Study and Work Placement Mobility THE TUNING DYNAMIC QUALITY DEVELOPMENT CIRCLE Definition of academic and professional profiles Identification of resources Programme design: identifying subject specific and generic competences / definition of learning outcomes Construction of curricula: content and structure + balanced ECTS credit allocation Evaluation and Improvement (on the basis of feed back and feed forward) Selection of types of assessment Selection of teaching and learning approaches

Student Study and Work Placement Mobility Degree Programme Profile and Learning Outcomes Subject Area (Level) Descriptors and Reference Points (Sectoral Qualifications Framework) Descriptors National and International Qualifications Frameworks

Study and Work Placement Mobility European perspective: Tuning and Qualifications frameworks EQF for Higher Education (Bologna Process - 46 countries) EQF for Lifelong Learning (an EC initiative) (27 countries) Dublin descriptors National Qualification Frameworks Sectoral Qualification Frameworks TUNING reference points for Higher Education programmes

International environment QFs of other world regions Study and Work Placement Mobility Word wide perspective: Tuning and Qualifications Frameworks International environment European QF Tuning United States Tuning America Latina NQF NQF QFs of other world regions Sectoral QF Sectoral QF Internationally established (subject specific) Tuning reference points OECD-AHELO pilot

USA Qualifications frameworks and cycle level descriptors Tuning America Latina USA Tuning reference points have global relevance Tuning Asia? Tuning Canada? Tuning Australia? Tuning Africa? etc. EQF for Higher Education National Qualification Frameworks Sectorial Qualification Frameworks Tuning Russia Tuning Georgia Tuning Europe Tuning reference points are generic and subject specific Tuning reference points for HE programmes

Student Study and Work Placement Mobility 3. The academic challenges to increased mobility: Core curriculum Recognition Credits Assessment All these elements play a key role in: Joint degrees and integrated programmes Mobility windows (International) work placements Key role Bologna Experts’ teams: Offer advise and examples of good practice (for example) for Transnational Programmes and Work Placements (at different cycle levels)

Student Study and Work Placement Mobility To conclude: Core curricula based on LO allow for comparability and compatibility. Reference: internationally agreed Learning Outcomes BUT: Core curricula also allow for diverse and flexible programmes, because they cover only 40 to 60% of degree programmes. It can include for instance particular modules / units like work placements. Each of these modules / units has its own set of LO. The LO approach does not prescribe the number of ECTS credits per unit or the TLA approaches, but it will facilitate recognition of periods of studies.

Student Study and Work Placement Mobility Thank you for your attention !