Final Report Pilot Project - Phase 1

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We discuss the features of these distributions, on the basis of thedifferent organisation of studies, which occur in the partner institutions.The most important conclusions are:1) In a BaMa organisation of studies, the concept of core content hasa really fruitful meaning only in the first cycle. In this cycle, accordingto the estimates, the common core content may vary from ~70 %(EUPEN scheme, didactic offer oriented) to 57 % of the credits’total (Tuning scheme, oriented on the compulsory contents).2) When comparing both cycles together of the BaMa organisationwith the single cycle of the Integrated Masters level organisation,we find that the corresponding credit distributions are quitesimilar. The common core content (neither including «otheressential elements» nor «completely free choice») is respectively49.9 % and 50.7 %, in terms of credit percentage over the total.As it is to be expected, the common core content, if quantified withrespect to the total length, decreases when going from the first cycle toeither the sum of the two cycles or to the integrated cycle. In this context,see also the numbers in Table 3, where average figures are reported.Moreover a decrease in the common core content occurs whengoing from the EUPEN to the Tuning approach. This latter decreasereflects the fact that that the common core content may quite differfrom the minimal core content (by about 15 % in our estimate for thefirst cycle). Indeed, the Tuning consultation —focusing the attention onall the compulsory «essential elements», among which the corecontent is one— definitely hides a part of what is common in thedidactic offer, as already pointed out in Sections B and E above.Physics Subject Area Group: Lupo Donà dalle Rose, Maria Ebel, HendrikFerdinande, Peter Sauer, Stig Steenstrup, Fernando Cornet,Jouni Niskanen, Jean-Claude Rivoal, E.G. Vitoratos, Eamonn Cunningham,Ennio Gozzi, Hay Geurts, Maria Celeste do Carmo, Göran Nyman andW. Gareth JonesPrepared by Lupo Donà dalle Rose.AnnexesAnnex I—First part: institutions with a two cycle organisation of studies(bachelors and masters, BaMa).—Second part: institutions with an integrated master level degree course.Annex II. The Common Core Content in the EUPEN 2001 Consultation(a new analysis, with reference to the line 2 of Tuning).199
ANNEX 1 (first part)Institutions with a two cycle organisation of studies (Bachelors and Masters, BaMa)FIRST CYCLE (BACHELORS) FIRST and SECON CYCLE (BaMa)CORE CONTENT CHARACTERISATION KobenhavnTrieste Dublin CityKobenhavn Granada Nijmegen Trieste Dublin City PatrasGranada Nijmegen Paris VIPatrasParis VI(**) (*) University (**) (**) (exptl) (theor) Un. (***) (Physics)Basic mathematics 30 22,5 25 32 10 36 30 22,5 25 32 36Mathematical methods for Physics 33 15 7,5 8 10 33 15 7,5 8 10Computing 10 6 12,5 4 15 10 10 12 12,5 12 10Numerical analysis 6 2 6 6 7Introduction to physics 12 10 17 12 17Classical physics (incl. demonstrations) 15 42 33 53,5 38 25 19 15 42 33 53,5 38 19Quantum physics (incl. demonstrations) 10,5 19,5 7,5 14 10 10,5 19,5 7,5 14Laboratory 0 24 24 26 22 25 24 0 24 30 26 22 24Analytical mechanics 3 6 6 3 16Classical electromagnetism, relativity, etc. 15 3 3,5 17 15 7,5 3 3,5 6 27Quantum mechanics/theory 15 14 15 7,5 5 6 24Statistical physics 5 6 7 5 7 5 7,5 6 7 17Modern physics (atomic, nuclear andsubnuclear, solid state, antrophysics)10 11 3,5 12 37,5 22 10 15 26 33,5 34 22Comprehensive PhysicsApplied physicsChemiatry 17 6 6 17 6 6Electronics&related 3 5 17,5 6 12 3 15 6Choice(s) from list(s) 50 37,5 6 3,5 16 45 56 80 87 33 38,5 40 96Physics project(s)Advanced lab 5 20<strong>Final</strong> year project 10 6 25 65 60 46 30SeminarOther (technical drawing, autom control)Vocational 12 5 12 5Skills 3 10 3 5 10 3 10 11Placement 15Completely free choice 20 15 22 13,5 12 40 30 28 13,5 18Total length (in credits) 180 180 189 195 180 240 240 300 300 315 315 300 0 360Kobenhavn Granada Nijmegen Paris VI Trieste Dublin CU Patras Kobenhavn Granada Nijmegen Paris VI Trieste Dublin CU Patras(*) Vocational credits are offered as a «choice from lists». (**) The 2nd cycle in Dublin is under development. (***) In addition to the lab units, some laboratory teaching is integrated in the other units.200
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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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2. Programmes, knowledge and skills
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investigations for civil engineerin
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—collecting, recording and analys
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4. Performance levelsIn this sectio
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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
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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
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Page 189 and 190: Of course the core content can be f
Page 191 and 192: Table 2Correspondence between the e
Page 193 and 194: Some further clarifying remarks are
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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 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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—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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