Final Report Pilot Project - Phase 1

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Modules: Knowledge deepening (Vertical)Area Skill / CompetenceExamplesLearning objectiveBusiness Organisation Analysis and Synthesis Understand details of business functions, types of business Logistics etc.enterprises, geographic regions, size of enterprises, business MNCs,sectors and link them with the basic knowledge Asia-Pacific etc.,SMEs, automotive industryAnalysis and Synthesis Identify related issues and understand their impact on Business EthicsCritical thinking business organisations Cultural ManagementAnalysis and Synthesis Managing a company (tools and concepts): Strategy design and implementationCritical thinking Planning and control Benchmarking, TQM etc.Analysis and Synthesis Audit an organisation and design consultancy plans Tax Law, Investment,Critical thinking Case studies, <strong>Project</strong> workModules: Knowledge deepening (Horizontal)Learning objectiveBusiness and Law Analysis and Synthesis Understand the principles of Law and link them with Competition LawCritical thinking business / management knowledge Intellectual PropertyBusiness and Engineering Analysis and Synthesis Understand the principles of engineering and link them Operations ManagementCritical thinking with business / management knowledge Gantt methodsInformation TechnologyModules: Knowledge deepening (diversification)Ethics Analysis and Synthesis Understand the principles of ethics, identify the implications Exploitation of human resources,Critical thinking for business organisations, design scenario environmentPsychology Analysis and Synthesis Understand the principles of psychology, identify the Working in groups, teams,Critical thinking implications for business organisations, design scenario behavioural studiesThe dissertation / thesis could also be put into this table. However, it listed among the transferable skills. This, of course, depends to a large extent on the objective of the dissertationwhich is very much linked to the respective study-programme and / or to the type of institution.109
Modules: Knowledge Opening (Support)Area Skill / CompetenceExamplesLearning objectiveMathematics/ Statistics Analysis and Synthesis Identify and use adequate tools Market researchComparative ratiosInformation Technology Analysis and Synthesis Identify and operate adequate software Data baseDesign information systemsAccounting Analysis and Synthesis Understand and use bookkeeping and financial systems Profit and Loss AccountBalance SheetTechnology Analysis and Synthesis Understand technology background and understand its Basics in engineeringimpact for new / future marketsModule: Knowledge Opening (OrganisationArea Skill / CompetenceExamplesand Communication) Learning objectiveAny subject Soft skills Learn-to-learn, i.e. Rhetorics, presentation, workingHow, when, where - personal management in teamsForeign Language Hard and soft skill Understand the structure of the foreign language, learn Working in English as a foreignvocabulary languageUnderstanding, reading, speaking, writing in a foreign languageModule: Knowledge TransferArea Skill / CompetenceExamplesLearning objective<strong>Project</strong> Analysis, Synthesis Analyse a problem of an enterprise and design a solution Entering a new marketand soft skill (transfer)Critical thinkingPlacement Analysis, Synthesis Work assignment (any type of organisation —depending Work experience in an enterpriseand soft skill (transfer) on the objective of the respective study-programme) for 20 weeks abroadCritical thinkingDissertation Analysis, Synthesis On the basis of knowledge acquired identify the impact of The impact of culture on theand soft skill (transfer) culture on market research intention to send out aCritical thinking questionnaire in Mexico110
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Final ReportPilot Project - Phase1C
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Tuning EducationalStructures in Eur
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List of ParticipantsJoint General C
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—Universität Göttingen - Matthi
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—Universitá degli Studi di Bolog
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Map of the Tuning Member Institutio
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ContentPART ONEPreliminary Remarks
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PART ONE
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generous financial support but also
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Transfer and Accumulation System (E
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By learning outcomes we mean the se
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—To create European networks able
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The provision of reference points a
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transmission of knowledge. Elements
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enhancement of mobility, not only o
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of a second language, ability to co
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—show understanding and implement
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study. As part of this phase each o
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does not imply that it is not possi
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academics the opportunity to exchan
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elationship between educational str
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—ECTS as a Europe-wide accumulati
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outside the framework of a programm
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If the aims of Universities come to
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General Conclusionsand Recommendati
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subject areas. Because of these rea
Page 58: LINE 1Generic Competences
Page 61 and 62: consultations are important. It fur
Page 63 and 64: organization of learning. Each of t
Page 65 and 66: In fact, the relationship between r
Page 67 and 68: 5.1. The objectivesThe objectives o
Page 69 and 70: eformulation, these general skills
Page 71 and 72: In April, 2001 a draft of the first
Page 73 and 74: —Questionnaire for Graduates:•
Page 75 and 76: IMPORTANCEConcentration+ -Low Prior
Page 77 and 78: The aim of both questionnaires was,
Page 79 and 80: error of any estimate produced. The
Page 81 and 82: all items were again calculated usi
Page 83 and 84: GraduatesEmployersLabel Description
Page 85 and 86: ACADEMICSThe academics were asked t
Page 87 and 88: The most striking difference is tha
Page 89 and 90: skills in the definition and develo
Page 91 and 92: subject-related competences for the
Page 93 and 94: —However, in relation to the issu
Page 95 and 96: GOLDSTEIN, H. and SPIEGELHALTER, D.
Page 97 and 98: THE QUALITY ASSURANCE AGENCY FOR HI
Page 100 and 101: Business Subject Area Group:Subject
Page 102 and 103: KnowledgeAcquisitionand WideningCor
Page 104 and 105: CycleModuleFirst First Second Secon
Page 106 and 107: CycleModuleFirst First Second Secon
Page 110 and 111: Chemistry Subject Area Group:The Ch
Page 112 and 113: It must be made clear at the outset
Page 114 and 115: —The structural features of chemi
Page 116 and 117: probably requiring 15 credits. Thus
Page 118 and 119: large proportion of his studies on
Page 120 and 121: Attainment Level a (highest):—Kno
Page 122: the framework necessary to provide
Page 125 and 126: A second preliminary remark will re
Page 127 and 128: —teaching/learning material, and
Page 129 and 130: Against this background and followi
Page 131 and 132: Despite the many differences specif
Page 133 and 134: As regards secondary level teacher
Page 135 and 136: and/or modules that could meet the
Page 137 and 138: The only possible aim to agree on a
Page 139 and 140: 2. Programmes, knowledge and skills
Page 141 and 142: investigations for civil engineerin
Page 143 and 144: —collecting, recording and analys
Page 145 and 146: 4. Performance levelsIn this sectio
Page 147 and 148: eceive a History degree. (In some c
Page 149 and 150: —The group underlines particularl
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Page 153 and 154: or broader world history. Mapping t
Page 155 and 156: ANNEX 1Proposed Formulation in gene
Page 157 and 158: ANNEX 2List of Subject Specific Ski
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Mathematics Subject Area Group:Towa
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a) He/she will be legally recognise
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—a list of contents;—a list of
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knowledge will commonly be designed
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5. A common framework and the Bolog
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Physics Network. They relied on som
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The rating values can be ordered in
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Table 3Competences ordered by impor
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attitude is confirmed by the result
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Table 4Competences ordered by «gap
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oth physics degrees. It is a kind o
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2 puzzling aspects, related to some
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elow), the final year thesis work,
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connection, the Socrates Thematic N
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Of course the core content can be f
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Table 2Correspondence between the e
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Some further clarifying remarks are
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The main point here is that the com
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In Fig. 3 we present the common cre
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ANNEX 1 (first part)Institutions wi
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ANNEX IIThe Common Core Content of
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Table IEUPEN WG2 Questionnaire - Ma
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A first general remark concerns the
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involved cycle. These latter number
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enough there are no great differenc
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Line 3New Perspectives on ECTSas an
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functions, is necessary. Together w
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—Allow transference with other no
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statements that provide a general g
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PRAGUE COMMUNIQUÉ (2001). Prague C
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importance of a subject or the numb
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0. IntroductionThis paper aims to o
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1.2. Relative and absolute value of
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e included in their own degree prog
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misunderstanding occurred about the
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The subject related theoretical and
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In any kind of system, modular or n
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pre-condition for such a European w
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learning time is the number of hour
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25 to 30 hours of student workload.
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from institution to institution and
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for today’s student. It implies t
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the Tuning project that if the next
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—The difference in terms of the t
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Glossary, WWW Goldmineand Appendixe
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Comprehensive examASSESSMENT of the
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THESIS. It is generally referred to
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MarkAny numerical or qualitative sc
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WorkloadAll learning activities req
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— European Network for Quality As
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— Big Business und Big Bang. Beru
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Newsletter— Education and Culture
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Appendix IQuestionnaires used
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6. Do you feel that the education y
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Level to whichSkill/Competence Impo
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Questionnaire for academicsRanking
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BusinessQuestionnaire for academics
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ChemistryQuestionnaire for academic
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Specific Competences26. Study skill
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Specific CompetencesImportance Impo
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Specific Competences14. Receiving a
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Specific Competences34. Ability to
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MathematicsQuestionnaire for academ
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PhysicsQuestionnaire for academicsS
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Specific Competences55. Be able to
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Appendix IILength of Studies
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Present/ForeseenCountry Subject Are
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Final Report Pilot Project - Phase 1

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