TEMPUS JEP-UM-18094 CONSORTIA MEETING Zagreb, 27-30 October 2004 Implementing Bologna Reforms:

1. TEMPUS JEP-UM-18094 CONSORTIA MEETING Zagreb, 27-30 October 2004 Implementing Bologna Reforms: Tuning Project: the role of higher education institutions Robert Wagenaar, Joint Co-ordinator Tuning project Management Committee

2. 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 Management Committee

3. Berlin Communiqué (19 September 2003) 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.” Management Committee

4. Berlin Communiqué (19 September 2003) Main objectives until the Bergen Conference (June 2005): • Implement two cycles • Recognition of studies (role of ECTS / Diploma Supplement) • Quality Assurance Management Committee Management Committee

5. TUNING APPROACH: learning outcomes and competences General tendencies in higher education: • Shift of paradigm: moving from a staff oriented approach to a student centred approach • Less specialised academic education in the first cycle • More flexibility in first and second cycle programmes • Life Long Learning approach in teaching and learning • Introduction of new approaches regarding teaching, learning and assessment: internship, apprenticeships, dual models and combinations of teaching and learning What should a student know, understand and be able to do to be employable? Management Committee

6. To further the comparability and compatibility of programmes of studies and transparency in higher education • To accommodate diversity and autonomy in higher education. • To develop a common language which is understood by academics and stakeholders alike. • To facilitate the shift from a staff centred approach to a more learner oriented approach to education (from input to output). • To facilitate new forms of education as well as mutual recognition in a lifelong learning society. • To promote higher levels of employability and citizenship through education. Why Focus on learning outcomes and competences? Management Committee

7. Learning outcomes: different pathways leading to comparable results Second cycle learning outcomes: Different pathways: (60) 90 – 120 ECTS-credits First cycle learning outcomes: Different pathways: 180 – 240 ECTS-credits Allows diversity Management Committee

8. 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 requirements for award of credit. [learning outcomes are formulated by academic staff] Management Committee

9. Tuning definitions Competences: 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] Management Committee

10. 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 requirements of a unit or a programme 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. Management Committee

11. LEARNING OUTCOMES AND COMPETENCES IN STUDY PROGRAMMES Example Course unit/ learning outcome Competence A B C D E F G H I F Unit 1 x x x x x Unit 2 x x x Unit 3 x x x Unit 4 X = THIS COMPETENCE IS DEVELOPED AND ASSESSED AND IS MENTIONED IN THE LEARNING OUTCOME OF THIS UNIT Management Committee

12. The TUNING Generic Competences Types to be distinguished: • 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) Management Committee

13. The TUNING Generic Competences 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 Management Committee

14. THE TUNING Generic Competences 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 Management Committee

15. The TUNING Generic Competences 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 Management Committee

16. Procedure of sample selection - Graduates - Employers - Academics RESPONDENTS ... University 1 University 2 University 3 University 100 University 101 Respondents Respondents Respondents Respondents Respondents ... Methodology and Results Cluster sampling: FINAL SAMPLE Management Committee

17. Data 7 Areas & 101 university depart. & 16 Countries • Business • Geology • History • Mathematics • Physics • Education • Chemistry • Austria • Belgium • Denmark • Finland • France • Germany • Greece • Iceland • Ireland • Italy • Netherlands • Norway • Portugal • Spain • Sweden • United Kingdon • Total number of respondents: • 5183 Graduates • 944 Employers • 998 Academics Management Committee

18. 6 • Capacity for organisation • and planning 5 • Teamwork 4 • Ability to work autonomously 4 • Information management skills 3 • Concern for quality 3 • Capacity to adapt to new situations 2 • Capacity for applying knowledge in practice 1 Problem solving 1 • Capacity to learn 1 • Capacity for analysis and synthesis Results Combined ranking: First ten competences Comparing Graduates and Employers Instrumental Interpersonal Systemic Management Committee

19. Understanding of cultures and customs of other countries 18 17 Appreciation of diversity and multiculturality 16 Ability to work in an international context Results Comparing Graduates and Employers Combined ranking: Last three competences Instrumental Interpersonal Systemic Management Committee

20. Results: Country effect Knowledge of a second language Ability to work autonomously STRONG Will to succeed Capacity for applying knowledge in practice Concern for quality Initiative and entrepreneurial spirit Ability to work in an interdisciplinary team REMAINING 23 ITEMS 30 items MILD & NO EFFECT Management Committee

21. Weighted Ranking of the Most Important Generic Competences. All Subjects Staff orientation versus student centred? Management Committee

22. TUNING APPROACH: learning outcomes and competences Examples of subject specific competences: History: • Ability to identify and utilise appropriate sources of information for research projects. • Ability to organise complex historical information in coherent form. Chemistry: • Ability to apply chemistry knowledge and understanding to the solution of qualitative and quantitative problems of an unfamiliar nature. Management Committee

23. TUNING PHASE 2 Subject-specific cycle descriptors TWO EXAMPLES: Mathematics and Business Tuning Subject Area Groups Management Committee

24. Mathematics first cycle descriptor Oncompletion of a first cycle degree in Mathematics,students should be able to • Show knowledge and understanding of basic concepts, principles, theories and results of Mathematics • Understand and explain the meaning of complex statements using mathematical notation and language • Demonstrate skill in mathematical reasoning, manipulation and calculation • Construct rigorous proofs • Demonstrate proficiency in different methods of mathematical proof. Management Committee

25. Mathematics first cycle descriptors Level 1. Content: • The mathematics all scientists should know: basic algebra and arithmetic, linear` algebra and geometry, calculus, basic differential equations, basic statistics and probability. Skills: • a) understand the main theorems of Mathematics and their proofs • b) solve mathematical problems that, while not trivial, are similar to others previously known to the students • c) translate into mathematical terms simple problems stated in non-mathematical language, and take advantage of this translation to solve them. Management Committee

26. Mathematics first cycle descriptor Level 2. Content: • Basic theory of the main “mathematical subjects” incorporating those listed in the Mathematics Line 2 paper from Tuning 1. Other mathematical subjects can also be included at this level. Skills: • provide proofs of mathematical results not identical to those known before but clearly related to them • solve non-trivial problems in a variety of mathematical fields • translate into mathematical terms problems of moderate difficulty stated in non-mathematical language, and then solve them. • Solve problems in a variety of mathematical fields that require some originality • Build mathematical models to describe and explain non-mathematical processes. Management Committee

27. Mathematics second cycle descriptor On completion of a second cycle degree in Mathematics, students should be able to • Read and master a topic in the mathematical literature and demonstrate mastery in a reasoned report and /or verbal report; • Initiate research in a specialised field No common content Programmes directed to students with first cycle degrees in related fields, e.g., computer science, engineering, physics, economics. Management Committee

28. Business first cycle descriptors Students should be able to: • Use and evaluate tools for analysing a company in its environment • Work in a subject specific field of a company, and be a specialist to some extent • Interface with other functions • Have self-awareness • Be able to argue for the principles to be used in finding a solution to a problem mainly at an operational or tactical levels • Defend the proposed solution • Prepare for decision making at mainly operational and tactical levels • Be a generalist in the subject field of business Management Committee

29. Business second cycle descriptors Students should have: • Skills enabling them to participate in strategic decision making • Ability to do guided research • Ability to work independently • Skills to perform holistic judgement and abilities to make critical assessments on strategic solutions • Skills to manage change • International mobility and cultural understanding • Ethical commitment Management Committee

30. A methodology for designing, planningand implementing curricula Tuning approach: • student centred • definition of academic and professional profiles • definition of learning outcomes • identifying generic and subject specific competences • output oriented curricula Tuning methodology and model: • appropriate for mono-disciplinary, inter- and multidisciplinary, integrated and joint degree programmes • valid for graduates with wide range of profiles • focussing on competences Management Committee

31. LEARNING OUTCOMES AND COMPETENCES IN STUDY PROGRAMMES Professional profile 2nd. cycle Second cycle learning outcomes defined in terms of generic and subject specific competences Professional profile 1st. cycle First cycle learning outcomes defined in terms of generic and subject specific competences Course unit Management Committee

32. TUNING APPROACH: 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 Management Committee

33. Tuning model for European comparable degrees 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 • ACADEMIC RESOURCES • ORGANISATIONAL RESOURCES • FINANCIAL RESOURCES • STRATEGIC ALLIANCES WITH OTHER BODIES DEFINITION OF ACADEMIC AND PROFESSIONAL PROFILES • TRANSLATION INTO DESIRED LEARNING OUTCOMES: • GENERIC COMPETENCES • SUBJECT SPECIFIC COMPETENCES TRANSLATION INTO EDUCATIONAL UNITS AND ACTIVITIES TO ACHIEVE DEFINED LEARNING OUTCOMES • TRANSLATION INTO CURRICULA: • CONTENT (KNOWLEDGE, UNDERSTANDING AND SKILLS) • STRUCTURE (MODULES AND CREDITS) ASSESSMENT PROGRAMME QUALITY ASSURANCE APPROACHES TO TEACHING AND LEARNING Management Committee

34. THE TUNING DYNAMIC QUALITY DEVELOPMENT CIRCLE Definition of academic and professional profiles Identification of resources Programme design: definition of learning outcomes / competences Evaluation and improvement (on the basis of feed back and back forward) Construction of curricula: content and structure Programme quality assurance Selection of types of assessement Selection of teaching and learning approaches Management Committee

35. In Tuning terms: • Definition of academic and professional / occupational profiles • Professional profiles relate to existing maps of professions and corresponding professional bodies • These profiles also relate to new emerging needs, which reveal potential openings for future employment and citizenship Management Committee

36. In Tuning terms: Definition of academic and professional profiles The academic profiles relate to the academic, intellectual and practical level of achievement in degree programmes, recognized by the academic community In Tuning academic and professional profiles are expressed in terms of learning outcomes and competences. Management Committee

37. In Tuning 2 the learning outcomes and competences have been linked to: • ECTS credits based on student workload • Approaches to teaching, learning and assessment • Quality enhancement Management Committee

38. STUDENT WORKLOAD: The Tuning approach A model for determining student workload: · It is crucial that the teacher and the student focus on the learning outcomes to be achieved and the competences to be obtained. · The teacher should reflect on which educational activities are more relevant for reaching the learning outcomes of the unit. · The teacher should have a notion of the average student work time required for each of the activities selected for the unit. · The student has a crucial role in the monitoring process to determine whether the estimated student workload is realistic. Management Committee

39. STUDENT WORKLOAD: The Tuning approach The steps (1) I. Modules or course units: • non-modularized systems and modularized systems • not too small, not too big • learning outcomes are expressed in terms of competences • workload is based on the total amount of activities a student is expected to do as part of the overall programme • activities are planned to achieve learning outcomes and must respect agreed workload expressed in time (work hours) Management Committee

40. STUDENT WORKLOAD: The Tuning approach The steps (2) II. Planning and determining student workload: • types of courses • teaching and learning activities • methods and techniques regarding assessment Each of these has its own student time-related characteristics • The teacher has to identify the time involved • The identified workload should match the available number of credits for the unit Management Committee

41. STUDENT WORKLOAD: The Tuning approach The Tuning model Two types of forms suggested: • first one: for staff members to calculate the student workload - learning activities and assessment to achieve desired learning outcomes (expressed in competences) • second one: for students to check whether the calculation of the staff fits reality for a typical student [time spent on the unit] - total of class hours, execution of tasks: examinations / tests / writing of papers / giving presentations, etc. (including time to prepare) Management Committee

42. QUALITY ENHANCEMENT IN STUDY PROGRAMMES Tuning is a tool for developing universityquality culturein a transnational perspective, by focusing on: • design and delivery of degree programmes • subject areas in a co-ordinated manner (individually and collectively) • suitability of programmes to life and work in the European society/ The project contributes to: • Generation of European reference points which feed back into national benchmarks and validation processes, thus facilitating recognition Management Committee

43. Tuning contributes to quality in terms of transparency, comparability, readability and relevance In the process, through: • programme development based on consultation • learning processes defined in relation to academic and professional profiles • educational experiences planned for the achievement of learning outcomes and competences • integration of mobility using ECTS tools • providing criteria for evaluation Management Committee

44. Tuning contributes to quality in terms oftransparency, comparability, readability and relevance In outcomes: • based on academic and professional profiles • expressed in learning outcomes and competences • measured in student workload-based ECTS credits • described in the Diploma Supplement Management Committee

45. What next ? The Tuning project after Phase 2 Management Committee

46. What next? New activities: • New project accepted as part of the EC action line Europe-wide Projects contributing to the realisation of the European Higher Education Area • It includes nearly all Bologna signatory countries • Major tasks: • Validation by key stakeholders • Dissemination and implementation (Information campaigns at European and country level / More new subjects (up to 20) • Further developments Management Committee

47. Further developments: • Testing, evaluating and monitoring Tuning methodology • Providing instruments for quality enhancement of study programmes (in the context of EHEA) including joint degree programmes • Disseminating knowledge on approaches to teaching, learning and assessment in a context based on learning outcomes and competences • Defining a model for third cycle descriptors for subject areas • Developing an operational framework for using the learning outcomes and competences approach in formal recognition of qualifications or parts of these Management Committee

48. Other activities • Co-operation with EUA / ESIB (Bologna promotion) • Co-operation with National Agencies • Co-operation with ENQA (Development of quality in joint degrees) • Association of Tuning academic experts Other areas • Co-operation with Latin American Higher Education Institutions (62 + 8) and their Conferences of Rectors and Ministries Management Committee

49. Websites http://europa.eu.int/comm/education/socrates/ TuningProject http://www.relint.deusto.es/TuningProject/index.htm http://www.let.rug.nl/TuningProject/index.htm