Karl Donert, National Teaching Fellow HERODOT Project coordinator HERODOT: TUNING Geography – what next?

The TUNING Project Tuning Educational Structures in Europe – a project undertaken by universities, for universities. Universities response to the challenge of the Bologna Declaration. The project motto is Tuning of educational structures and programmes on the basis of diversity and autonomy

Tuning Objectives implement two/three cycles identify common reference points from discipline and generic perspectves develop professional profiles from comparable and compatible learning outcomes facilitate employability by promoting transparency develop a common language understood by all involved (higher education, employers, professional bodies, students)

Tuning Aims points of reference for generic (general academic) and subject-specific (Geography) competences for curriculum design and evaluation competences a common language for describing what curricula are aiming at

Tuning Methodology survey of graduates, employers and academics considers –importance of generic and subject-specific competences –evaluation of how well higher education institutions develop them undertaken to: –develop academic and professional profiles for a degree programme and –identify important learning outcomes

Subject-specific competences

Geographical literacy images, maps sketches etc. visual communication GEOGRAPHICAL LITERACY Spatial statistical organisational etc. information and numerical communication awareness, attitudes citizenship, empathy responsibility personal, social and cultural communication

12 statements of Geographical literacy To comprehend the reciprocal relationships between physical and human environments To comprehend the significance of spatial relationships at various scales To understand and explain the diversity and interdependence of regions, places and locations To draw knowledge, understanding and diversity of approaches from other disciplines and apply them in a geographical context To apply an understanding of geographical concepts To interpret landscapes To collect, compare, analyse and present geographical information To appropriately use geographical terminology To communicate geographical ideas, principles and theories effectively and fluently by written, oral and visual means To use diverse, specialised techniques and approaches in Geography To comprehend the nature of change To appreciate representations of geographical space and different geographical representations

TUNING sample SubjectGraduatesEmployersAcademicsTotal Business Geography Geology History Mathematics Physics Education Sciences Chemistry

Bachelors versus Masters M B

Three types of Geography competences 1.core learning outcomes for all geographers a)appropriate use of geographical terminology b)collect, compare, analyse and present geographical information c)communicate geographical ideas, principles and theories effectively and fluently by written, oral and visual means d)interpreting landscapes strongly developed in undergraduate programmes a nucleus of geographical competences revisited in courses as and when needed should form the basis of all degree level qualifications

Geography Tuning Results 2.differential competences – imply different levels of knowledge and understanding. a)the reciprocal relationships between physical and human environments, b)the significance of spatial relationships at various scales, c)the diversity and interdependence of regions, places and locations, d)applying an understanding of geographical concepts and e)the nature of change. Study programmes should provide opportunities for learners to acquire distinct levels of achievement as part of undergraduate and postgraduate level courses

Geography Tuning Results 3.incremental competences, relate strongly to variation, specialisation, experiential activities and lifelong geographical learning: a)draw knowledge, understanding and diversity of approaches from other disciplines and apply them in a geographical context b)use diverse, specialised techniques and approaches in Geography c)appreciate representations of geographical space and different geographical representations expect to be more important and have a higher profile at postgraduate level

Geography Tuning Results Gonzàlez and Wagenaar (2003) suggested subject- related characteristics, graduates should be able to do with their knowledge and understanding. They relate directly to the discipline but are not unique: 1.show familiarity with the foundation and history of the discipline; 2.communicate basic disciplinary knowledge in a coherent way; 3.place new information and interpretation in its context; 4.show understanding of the overall structure of the discipline and the connection between its sub disciplines; 5.show understanding and implement methods of critical analysis and development of theories; 6.implement discipline related methods and techniques accurately; 7.show understanding of the quality of discipline related research; 8.show understanding of experimental and observational testing of scientific theories.

Geography Tuning Conclusions TUNING collected information about the state of the art in Geography. Process of reflection and discussion 4 issues which HERODOT needs to respond to: 1.Becoming competitive in global marketplace 2.Educating about European issues to meet social and economic needs 3.Employability, working with industry and enterprise 4.Curriculum and Quality issues

Geography Tuning Conclusions Three main HERODOT responses: demonstrate that geographical approaches to major issues can help in meeting the needs of Europe develop a geographical education which examines these issues and the role of the citizen in terms of empowerment, governance, democracy and decision making, recognise the importance of education for sustainable development, globalisation and environmental concerns

Geography Tuning Conclusions TUNING relates closely to: curriculum development, the establishment of quality assurance and aspects of quality enhancement TUNING is: useful for employers helps promote our subject and our students can and should be used to assess the new courses

What does this mean we should now do? identify strengths and what to keep in courses spot weaknesses and gaps in courses give help in planning new courses and curriculum establish benchmarks and milestones – students must, should, could do create professional profile of what Geography graduates can do Quality assurance Quality enhancement

TUNING sample