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

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Table 2 Competences ordered by importance in the first cycle. (The upper section scores high, the intermediate section scores intermediate, and the lower section scores low importance) Sorted by 1st cycle (coloured by importance) Question 1st cycle 2nd cycle GAP Problem solving 09 3.391 3.724 0.333 Theoretical understanding 19 3.226 3.653 0.426 Mathematical skills 24 3.207 3.576 0.363 Deep knowledge 17 3.061 3.585 0.524 Experimental skill 22 2.966 3.466 0.501 Modelling & Prob. Solv. 10 2.957 3.786 0.829 Prob. Solv. (comp.) 11 2.931 3.496 0.565 Physics culture 21 2.810 3.195 0.385 Basic & Applied Research 02 2.793 3.595 0.802 Literature search 12 2.767 3.675 0.908 Learning ability 08 2.748 3.670 0.922 Modelling 06 2.696 3.667 0.971 Human/Professional Skill 07 2.580 3.219 0.639 Absolute standards 20 2.560 2.991 0.431 Ethical awareness 13 2.534 3.060 0.525 Foreign Languages 23 2.474 3.102 0.628 Specific Comm. Skill 03 2.430 3.141 0.984 Teaching 15 2.316 2.534 0.219 Frontier research 18 2.250 3.542 1.292 Updating skills 16 2.226 3.188 0.962 Managing skills 14 2.200 3.376 1.176 Interdisciplinary Ability 01 2.121 2.872 0.751 Applied Jobs 04 1.974 2.923 0.949 General Jobs 05 1.930 2.932 1.001 Averages 2.631 3.343 0.712 175
Table 3 Competences ordered by importance in the second cycle. (See the explanation for the sections in Table 2) Sorted by 1st cycle (coloured by importance) Question 1st cycle 2nd cycle GAP Modelling & Prob. Solv. 10 2.957 3.786 0.829 Problem solving 09 3.391 3.724 0.333 Literature search 12 2.767 3.675 0.908 Learning ability 08 2.748 3.670 0.922 Modelling 06 2.696 3.667 0.971 Theoretical understanding 19 3.226 3.653 0.426 Basic & Applied Research 02 2.793 3.595 0.802 Deep knowledge 17 3.061 3.585 0.524 Mathematical skills 24 3.207 3.576 0.363 Frontier research 18 2.250 3.542 1.292 Prob. Solv. (comp.) 11 2.931 3.496 0.565 Experimental skill 22 2.966 3.466 0.501 Specific Comm. Skill 03 2.430 3.141 0.984 Managing skills 14 2.200 3.376 1.176 Human/Professional Skill 07 2.580 3.219 0.639 Physics culture 21 2.810 3.195 0.385 Updating skills 16 2.226 3.188 0.962 Foreign Languages 23 2.474 3.102 0.628 Ethical awareness 13 2.534 3.060 0.525 Absolute standards 20 2.560 2.991 0.431 General Jobs 05 1.930 2.932 1.001 Applied Jobs 04 1.974 2.923 0.949 Interdisciplinary Ability 01 2.121 2.872 0.751 Teaching 15 2.316 2.534 0.219 Averages 2.631 3.343 0.712 176
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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
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LINE 1 Generic 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 objectives The objectives
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eformulation, these general skills
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In April, 2001 a draft of the first
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74 —Questionnaire for Graduates:
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I M P O R T A N C E Concentration +
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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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Graduates Employers Label Descripti
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ACADEMICS The academics were asked
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The most striking difference is tha
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skills in the definition and develo
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92 subject-related competences for
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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: Subjec
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Knowledge Acquisition and Widening
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Module Cycle First First Second Sec
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Module Cycle First First Second Sec
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Examples Modules: Knowledge deepeni
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Chemistry Subject Area Group: The C
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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): —Kn
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the framework necessary to provide
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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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Page 179 and 180: Table 4 Competences ordered by «ga
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Page 201 and 202: ANNEX II The Common Core Content of
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Page 221 and 222: PRAGUE COMMUNIQUÉ (2001). Prague C
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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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