Final Report Pilot Project - Phase 1

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(see the column CORE CONTENT CHARACTERISATION in Table 2). Sucha list (or grid) is made of two sub-lists, a first one of —so to speak—«broad» core contents and a second one of (other) essential elements,which were identified during the Tuning meetings. Each institution ofthe Tuning Network was asked to allocate to each entry in the list theappropriate number of ECTS credits; these latter ones then characterisethe degree course of that institution.We got returns from 15 institutions. At least two common discussionsin the Network and several further checks from the contact personsconfirmed the return from each institution. The returns were grouped,according to the pattern of the present organisation of studies in theinstitution. We ended up with two groups of institutions, i.e.:A. Institutions with a «Bachelors - Masters (BaMa)» organisation ofstudies (which mostly adopt the «3+2» scheme). The institutionsare Kobenhavn, Granada, Nijmegen, Paris VI, Trieste, Dublin CityUniversity and Patras (which adopts the «4+2» scheme).B. Institutions, which offer an Integrated Masters level degreecourse. The institutions are: Gent, Göteborg, Chalmers Universityof Technology, Helsinki (Physics), Imperial College London, Aveiro,Hannover, Technical University Wien.The corresponding detailed data are given in the Annex I. Somegeneral remarks follow here below.191
Table 2Correspondence between the entries for the present core contentcharacterisation (middle column), the EUPEN 2001 consultationgrouping (left) and the new grouping «Tuning 2002» (right)Core Content characterisation and two possible groupingsEUPEN GROUPING GRID ITEMSin EUPEN QUESTIONNAIRE 2001BASIC UNITSBASIC UNITSRELATED 1RELATED 2GENERAL PHYSICS (characterising I)GENERAL PHYSICS (characterising I)MODERN PHYSICS (characterising II)LAB UNITSMODERN PHYSICS (characterising II)MODERN PHYSICS (characterising II)MODERN PHYSICS (characterising II)MODERN PHYSICS (characterising II)MODERN PHYSICS(characterising II)MODERN PHYSICS (characterising II)MODERN PHYSICS (characterising II)RELATED 2RELATED 2MINOR & OPTIONALLAB UNITSLAB UNITSFINAL YEAR PROJECTMINOR & OPTIONALRELATED 2VOCATIONALSKILLSVOCATIONALCOMPLETELY FREECORE CONTENT CHARACTERISATIONbasic mathematicsmathematical methods for Physicscomputingnumerical analysisintroduction to physicsclassical physics (incl. demonstrations)quantum physics (incl. demonstrations)laboratoryanalytical mechanicsclassical electromagnetism, relativity, etcquantum mechanics / theorystatistical physicsmodern physics (atomic, nuclear andsubnuclear, solid state, astrophysics)Comprehensive Physicschemistryelectronics&relatedchoice(s) from list(s)physics project(s)physics project(s)advanced labfinal year projectseminarother (technical drawing, autom. control)vocationalskillsplacementcompletely free choiceTUNING GROUPING 2002Mathematics and Related SubjectsMathematics and Related SubjectsMathematics and Related SubjectsMathematics and Related SubjectsBASIC PHYSICSBASIC PHYSICSBASIC PHYSICSBASIC PHYSICSTheoretical PhysicsTheoretical PhysicsTheoretical PhysicsTheoretical PhysicsSPECIALISED CORESPECIALISED COREApplied Physics and Related SubjectsApplied Physics and Related SubjectsApplied Physics and Related SubjectsOTHER ESSENTIAL ELEMENTSOTHER ESSENTIAL ELEMENTSOTHER ESSENTIAL ELEMENTSOTHER ESSENTIAL ELEMENTSOTHER ESSENTIAL ELEMENTSNonstandard SubjectsNonstandard SubjectsNonstandard SubjectsNonstandard Subjectscompletely free choice192
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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
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LINE 1Generic Competences
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consultations are important. It fur
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organization of learning. Each of t
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In fact, the relationship between r
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5.1. The objectivesThe objectives o
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eformulation, these general skills
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In April, 2001 a draft of the first
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—Questionnaire for Graduates:•
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IMPORTANCEConcentration+ -Low Prior
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The aim of both questionnaires was,
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error of any estimate produced. The
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all items were again calculated usi
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GraduatesEmployersLabel Description
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ACADEMICSThe academics were asked t
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The most striking difference is tha
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skills in the definition and develo
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subject-related competences for the
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—However, in relation to the issu
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GOLDSTEIN, H. and SPIEGELHALTER, D.
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THE QUALITY ASSURANCE AGENCY FOR HI
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Business Subject Area Group:Subject
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KnowledgeAcquisitionand WideningCor
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CycleModuleFirst First Second Secon
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CycleModuleFirst First Second Secon
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Modules: Knowledge deepening (Verti
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Chemistry Subject Area Group:The Ch
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It must be made clear at the outset
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—The structural features of chemi
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probably requiring 15 credits. Thus
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large proportion of his studies on
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Attainment Level a (highest):—Kno
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the framework necessary to provide
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A second preliminary remark will re
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—teaching/learning material, and
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Against this background and followi
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Despite the many differences specif
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As regards secondary level teacher
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and/or modules that could meet the
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The only possible aim to agree on a
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Page 155 and 156: ANNEX 1Proposed Formulation in gene
Page 157 and 158: ANNEX 2List of Subject Specific Ski
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Page 162 and 163: a) He/she will be legally recognise
Page 164 and 165: —a list of contents;—a list of
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Page 175 and 176: Table 3Competences ordered by impor
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Page 179 and 180: Table 4Competences ordered by «gap
Page 181 and 182: oth physics degrees. It is a kind o
Page 183 and 184: 2 puzzling aspects, related to some
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Page 189: Of course the core content can be f
Page 193 and 194: Some further clarifying remarks are
Page 195 and 196: The main point here is that the com
Page 197 and 198: In Fig. 3 we present the common cre
Page 199 and 200: ANNEX 1 (first part)Institutions wi
Page 201 and 202: ANNEX IIThe Common Core Content of
Page 203 and 204: Table IEUPEN WG2 Questionnaire - Ma
Page 205 and 206: A first general remark concerns the
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Page 217 and 218: —Allow transference with other no
Page 219 and 220: statements that provide a general g
Page 221 and 222: PRAGUE COMMUNIQUÉ (2001). Prague C
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Page 225 and 226: 0. IntroductionThis paper aims to o
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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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