NEUM WORKSHOP

1. NEUM WORKSHOP Strengthening HE in BiH III5th workshop on implementing the BiH Framework for Higher Education Qualifications 16-17 April 2010 Volker Gehmlich + Stephen Adam

2. DISCUSSION ITEMS The Budapest-Vienna Declaration on the EHEA, March 12 2010 The qualifications template The module template The distinction between aims and learning outcomes Issues arising from the WG progress reports: ECONOMICS MECHANICAL ENGINEERING ENGLISH LANGUAGE

3. Budapest-Vienna Declaration on the European Higher Education Area March 12, 2010 Ministers launched the EHEA + Included Kazakhstan as 47th participant Noted global interest in EHEA + HE reform (Policy forum + dialogue) ‘…action lines such as degree and curriculum reform, quality assurance, recognition, mobility and the social dimension are implemented to varying degrees.’ (Noted Bologna protests - due to poor implementation/explanation of reforms) ‘We, the Ministers, recommit to academic freedom as well as autonomy and accountability of higher education institutions as principles of the EHEA…’ ‘We call upon all actors involved to facilitate an inspiring working and learning environment and to foster student-centred learning as a way of empowering the learner in all forms of education, providing the best solution for sustainable and flexible learning paths.’ ‘We, the Ministers, reaffirm that higher education is a public responsibility. We commit ourselves, notwithstanding these difficult economic times, to ensuring that higher education institutions have the necessary resources within a framework established and overseen by public authorities.’ Next meeting – Romania, Bucharest on 26-27 April 2012.

6. Learning outcomes(From: Analytic Quality Glossary) core definition A learning outcome is the specification of what a student should learn as the result of a period of specified and supported study. explanatory context Learning outcomes are concerned with the achievements of the learner rather than the intentions of the teacher (expressed in the aims of a module or course). They can take many forms and can be broad or narrow in nature (Adam, 2004). Learning outcomes and ‘aims and objectives’ are often used synonymously, although they are not the same. Adam (2004) notes that ‘Aims are concerned with teaching and the teacher’s intentions whilst learning outcomes are concerned with learning’ and Moon (2002) suggests that one way to distinguish aims from learning outcomes is that aims indicate the general content, direction and intentions behind the module from the designer/teacher viewpoint.

7. a) ECONOMICS The differences between first and second cycle learning outcomes are based on the complexity and depth of the studies – reflected in the learning outcomes. The differences between 3 and 4 year first cycle studies are reflected in the number and possible breadth of learning outcomes covered, not the level (complexity and depth) of learning outcomes. Can section 1 of the Qualifications Templates (QT for BA and MA) say more about the discipline + how it differs at first and second cycle levels? It may be useful to explain ‘senior management level positions’ in section 2 of the QT for the MA. + any unique features/needs in BiH. Could the rationale section include some brief explanation of the logic and progression of the modules? Should the QT for the MA include more demanding learning outcomes – skills of analysis, decision making and managerial/leadership skills, etc? Assessment criteria would be different for first and second cycles. Any possibilities for mobility and/or Work Based Lear5ning (WBL) + RPL?

8. b) MECHANICAL ENGINEERING It is useful if you use the module template as this might become a standard format that could be recommended from the project. However, it is good to recommend changes/improvements to the template The distinction between aims and learning outcomes needs further discussion. It is useful to include some reflection on generic assessment criteria but detailed criteria can only be written once specific assessment tasks are written + these will alter each time the module runs. Indicative syllabus content can be written in the form of a list or in several sentences Any possibilities for Work Based Learning (WBL) + mobility?

9. c) ENGLISH LITERATURE Could section 1 of the Qualifications Template (QT) say more about the discipline + its current situation? Section 2 (QT rationale) needs to say more about the logic and progression within the qualification title on offer. What would be the position of a student who studied all three fields – would they get a job against an single field expert (section 2 QT) + timetabling could be a problem? Some of the points raised in your ‘explanations’ section would need to go into the rules (QT section 6) Section 7 ‘admission criteria’ could just indicate a range of possible routes and indicators – investigate what other similar MA programmes require The teaching methods (QT section 8) must directly link to your unique learning outcomes and assessment requirement. The assessment rationale needs to explain (briefly) why you use the three methods you identify – coursework/teaching/thesis + how the assessment tasks progress and develop the learning/skills of the students. Section 12 ‘employability’ could be expanded to say more about how teamwork, communication and other transferable skills infuse the courses.