Final Report Pilot Project - Relaciones Internacionales de la ...

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Examples Modules: Knowledge deepening (Vertical) Learning objective Area Skill / Competence Business 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 industry Analysis and Synthesis Identify related issues and understand their impact on Business Ethics Critical thinking business organisations Cultural Management Analysis and Synthesis Managing a company (tools and concepts): Strategy design and implementation Critical thinking Planning and control Benchmarking, TQM etc. Analysis and Synthesis Audit an organisation and design consultancy plans Tax Law, Investment, Critical thinking Case studies, Project work Modules: Knowledge deepening (Horizontal) Learning objective Business and Law Analysis and Synthesis Understand the principles of Law and link them with Competition Law Critical thinking business / management knowledge Intellectual Property Business and Engineering Analysis and Synthesis Understand the principles of engineering and link them Operations Management Critical thinking with business / management knowledge Gantt methods Information Technology Modules: 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 environment Psychology Analysis and Synthesis Understand the principles of psychology, identify the Working in groups, teams, Critical thinking implications for business organisations, design scenario behavioural studies The 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 dissertation which is very much linked to the respective study-programme and / or to the type of institution. 109
Examples Modules: Knowledge Opening (Support) Learning objective Area Skill / Competence 110 Mathematics/ Statistics Analysis and Synthesis Identify and use adequate tools Market research Comparative ratios Information Technology Analysis and Synthesis Identify and operate adequate software Data base Design information systems Accounting Analysis and Synthesis Understand and use bookkeeping and financial systems Profit and Loss Account Balance Sheet Technology Analysis and Synthesis Understand technology background and understand its Basics in engineering impact for new / future markets Examples Module: Knowledge Opening (Organisation and Communication) Learning objective Area Skill / Competence Any subject Soft skills Learn-to-learn, i.e. Rhetorics, presentation, working How, when, where - personal management in teams Foreign Language Hard and soft skill Understand the structure of the foreign language, learn Working in English as a foreign vocabulary language Understanding, reading, speaking, writing in a foreign language Examples Module: Knowledge Transfer Learning objective Area Skill / Competence Project Analysis, Synthesis Analyse a problem of an enterprise and design a solution Entering a new market and soft skill (transfer) Critical thinking Placement Analysis, Synthesis Work assignment (any type of organisation —depending Work experience in an enterprise and soft skill (transfer) on the objective of the respective study-programme) for 20 weeks abroad Critical thinking Dissertation Analysis, Synthesis On the basis of knowledge acquired identify the impact of The impact of culture on the and soft skill (transfer) culture on market research intention to send out a Critical thinking questionnaire in Mexico
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Final Report Pilot Project - Phase
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Tuning Educational Structures in Eu
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List of Participants Joint General
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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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Content PART ONE Preliminary Remark
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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 Conclusions and Recommendat
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subject areas. Because of these rea
Page 58: LINE 1 Generic 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 objectives The objectives
Page 69 and 70: eformulation, these general skills
Page 71 and 72: In April, 2001 a draft of the first
Page 73 and 74: 74 —Questionnaire for Graduates:
Page 75 and 76: I M P O R T A N C E Concentration +
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: Graduates Employers Label Descripti
Page 85 and 86: ACADEMICS The academics were asked
Page 87 and 88: The most striking difference is tha
Page 89 and 90: skills in the definition and develo
Page 91 and 92: 92 subject-related competences for
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: Subjec
Page 102 and 103: Knowledge Acquisition and Widening
Page 104 and 105: Module Cycle First First Second Sec
Page 106 and 107: Module Cycle First First Second Sec
Page 110 and 111: Chemistry Subject Area Group: The C
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): —Kn
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 levels In this secti
Page 147 and 148: eceive a History degree. (In some c
Page 149 and 150: —The group underlines particularl
Page 151 and 152: obvious that the first principle is
Page 153 and 154: or broader world history. Mapping t
Page 155 and 156: ANNEX 1 Proposed Formulation in gen
Page 157 and 158: ANNEX 2 List of Subject Specific Sk
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Mathematics Subject Area Group: Tow
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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 3 Competences ordered by impo
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attitude is confirmed by the result
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Table 4 Competences ordered by «ga
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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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192 Table 2 Correspondence between
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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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FIRST CYCLE (BACHELORS) FIRST and S
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ANNEX II The Common Core Content of
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BASIC UNITS UNITS CHARACTERISING TH
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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 3 New Perspectives on ECTS as
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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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224 importance of a subject or the
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0. Introduction This paper aims to
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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 Goldmine and Appendix
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Comprehensive exam ASSESSMENT of th
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THESIS. It is generally referred to
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Mark Any numerical or qualitative s
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Workload All learning activities re
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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 Cultur
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Appendix I Questionnaires used
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6. Do you feel that the education y
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Level to which Skill/Competence Imp
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Questionnaire for academics Ranking
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Business Questionnaire for academic
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Chemistry Questionnaire for academi
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Specific Competences 26. Study skil
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Specific Competences Importance Imp
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Specific Competences 14. Receiving
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Specific Competences 34. Ability to
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Mathematics Questionnaire for acade
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Physics Questionnaire for academics
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Specific Competences 55. Be able to
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Appendix II Length of Studies
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Length in terms of Set up of progra
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