Final Report Pilot Project - Phase 1

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considered as such, but without discriminating excessively betweenthem. Being conscious that this could happen in the case ofcompetences, it seemed suitable to request that respondents wouldchoose the five most important competences and rank them in orderof importance. These two pieces of information, importance andranking, seemed relevant for the work.The questionnaire sent to academics, was divided into two parts:The first part related to generic competences. The objective was toobtain a third perspective on generic skills and competences tocompare with those of graduates and employers.The content was based on the results obtained in the study ofgraduates and employers. Depending on this information, it wasobserved that there was a high level of agreement between graduatesand employers on the 11 competences considered as most important byboth groups. These 11 competences were included in the questionnairesent to academics, as well as 6 others also considered as very importantby graduates and employers. Academics were asked to rank these 17competences in order of importance, in their opinion.The second part of the questionnaire dealt with specific, subjectrelatedcompetences.The objective of this part was to find the first response, from abroader base of academics from the relevant areas, to the work doneby each of the groups of Tuning experts trying to identify subjectrelatedcompetences and to relate them to either first or second cycleof studies in their particular field.The difficulty of this task was clearly understood by the Tuningmembers. Equally clear was the understanding that what was at stakewas the development of reference points which, understood only assuch and in a dynamic framework, could be of vital importance in thedevelopment of the European HE Area.It may be considered that competences are always linked withknowledge but in the case of subject-related competences, thisconnection is even closer. The joint reflection at European level on whatis common, diverse and dynamic, together with the identification oflevels, is a crucial step towards the understanding and consequently thebuilding of degrees, which can be taken and used throughout Europe.The content of the second part of the academics’ questionnairewas prepared by the Tuning working groups of experts in the differentareas. Despite the fact that the questionnaire for each area wasdifferent, the way of responding was common. Respondents wereasked, for each of the competences, to gauge the level of importancethat it had, in their opinion, in both the first and second cycle.77
The aim of both questionnaires was, as explained above, that ofinitiating joint reflection, so its main achievement needs to beconsidered as provoking reflection and debate. It is also important tonote that the processes were conceived as having, as the bottom lineof the joint discussion, the reflection that each of the Tuningparticipants brought to the group from his or her own institution,where the questionnaire results had the best context for interpretation.This objective affected the type and form of data collected.5.5. Participants in the questionnaireA total of 101 out of a total of 105 university departmentsparticipating in the Tuning <strong>Project</strong> took part in the consultation 16 . Thechoice of universities in the Tuning <strong>Project</strong> was a very complex processwhere the interest, the size of the country and the criteria of the localconference of Rectors had a place.The data was first meant to be analysed at the level of the institution,to provide the maximum degree of meaning. Also the two indicatorsseemed different in this context. While the opinion on achievementseems very important at institutional level, particularly in relation to thegraduates, it can be regarded more as a perception as it relates toaggregate data or in relation to the employers. Further more looking atimportance it is questionable the degree to which the graduates, oreven more employers, related to a particular institution or whetherinstead they responded to the degree of importance they attached to theparticular item in terms of its relation to work or development.Specifically, seven subject areas took part in the research: Business,Education Sciences, Geology, History, Mathematics, Physics, andChemistry, in relation to graduates, employers and academics.In each of these areas the following number of universities wereinvited to participate:—Business: 15 universities, of which 14 participated.—Geology: 14 universities.—History: 17 universities and an international network ofuniversities for the study of history at university level (CLIOHNet).—Mathematics: 15 universities, of which 13 participated.16In addition, for the questionnaire for Academics, the history thematic network(Cliohnet) also participated. Also in some, very limited instances, academics orgraduates of other institutions giving similar degrees were consulted.78
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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
Page 25 and 26: —To create European networks able
Page 27 and 28: The provision of reference points a
Page 29 and 30: transmission of knowledge. Elements
Page 31 and 32: enhancement of mobility, not only o
Page 33 and 34: of a second language, ability to co
Page 35 and 36: —show understanding and implement
Page 37 and 38: study. As part of this phase each o
Page 39 and 40: does not imply that it is not possi
Page 41 and 42: academics the opportunity to exchan
Page 43 and 44: elationship between educational str
Page 45 and 46: —ECTS as a Europe-wide accumulati
Page 47 and 48: outside the framework of a programm
Page 49 and 50: If the aims of Universities come to
Page 52 and 53: General Conclusionsand Recommendati
Page 54: 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: IMPORTANCEConcentration+ -Low Prior
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 108 and 109: Modules: Knowledge deepening (Verti
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
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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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eceive a History degree. (In some c
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—The group underlines particularl
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obvious that the first principle is
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or broader world history. Mapping t
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ANNEX 1Proposed Formulation in gene
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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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