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

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Göteborg Chalmers University Helsinki CORE CONTENT CHARACTERISATION Gent I.C. London Aveiro (**) Hannover TU Wien University of Technology (Physics) Basic mathematics 32 27 29,5 27 24 Mathematical methods for Physics 16 40,5 12 33 15 15 13,5 Computing 6 7,5 10 6,5 Numerical analysis 6 15 7,5 19,5 6 Introduction to physics 7,5 3 5,5 Classical physics (incl. demonstrations) 18 37,5 43,5 30 25 35,5 13 25 Quantum physics (incl. demonstrations) 10 7,5 10,5 15 7 16 10 Laboratory 15 30 15 28,5 18,75 0 10 10 Analytical mechanics 11 5 9 Classical electromagnetism, relativity, etc. 11 9 11,25 5 11 Quantum mechanics/theory 7 20 18,5 Statistical physics 4 7,5 7,5 3 8 10 10 Modern physics (atomic, nuclear and 26 15 12 9 30 26 20 22 subnuclear, solid state, astrophysics) Comprehensive Physics 6 Applied physics 15 14,5 7 Chemistry 6 11,5 6,5 Electronica & related 4,5 6 2 27,5 5 Choice(s) from list(s) 50 13,5 31,5 69 24 47 34 Physics project(s) 7,5 36 Advanced lab 18 20 Final year project 22 30 30 30 22,5 36 60 30 Seminar 18 Other (technical drawing, autom. control) 4,5 4,5 Vocational 16 Skills 2 Placement Completely free choice 60 65,5 60 7 14 16 Total length (in credits) 240 243 270 240 240 300 300 300 Gent Göteborg Chalmers UT Helsinki Physics I.C. London Aveiro Hannover Wien TU ANNEX 1 (second part) Institutions with an integrated master level degree course 201 (**) In addition to the lab units, some laboratory teaching is integrated in the other units.
ANNEX II The Common Core Content of 52 Physics Institutions i.e. the «credit core contents» as yielded by the EUPEN 1 2001 Consultation 1. The «Common Core Content» While the Tuning Pilot Project was evolving, it became clearer and clearer that some of the results 2 shown at the EUPEN General Forum in Köln (September 2001) were quite meaningful with respect to the issues raised within the Tuning Line 2 - Subject specific competences (Knowledge and Skills). The approach illustrated here is based on induction, i.e. on concrete cases, and it is in a way complementary to the approach described by the Business Group (see Document 3 of Tuning, blue pages, paper WP3.2.1 Business). We start from the following operational definition of the core content, among the several possible ones (as discussed in the main text 3 ). When reference is made to the degree courses of a given subject in a given ensemble of countries (e.g. EU, the European countries, etc), it is appropriate to speak about the common core content, i.e. the set of the course units/activities which are common to all the degree courses having possibly the same or similar name and/or similar learning outcomes. Of course, in order to produce a quantitative (statistical) description, the course units/activities must be characterised by a number (the ECTS credits in our case) and by a label, which broadly identifies their content and possibly their level (in our case the we identified 11 such labels, as seen in the reference grid, Table I below). The present results are based on the returns to that part of the EUPEN 2001 questionnaire, which asked for the distribution —over a pre-defined reference grid (see Table I)— of the credits allocated to the units/activities, which are offered in each answering institution in the first two cycles (the doctoral studies were never considered in this study). All the answering institutions adopted either ECTS credits (89 % of the EUPEN whole 2001 sample) or nationally defined credits, whose 1 EUPEN, i.e. EUropean Physics Education Network, is a TNP funded under Socrates- Erasmus by the European Commission. 2 See Ref. [1]. 3 See §C of the main text. 202
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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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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 levels In this secti
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eceive a History degree. (In some c
Page 149 and 150: —The group underlines particularl
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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 162 and 163: a) He/she will be legally recognise
Page 164 and 165: —a list of contents; —a list of
Page 166 and 167: knowledge will commonly be designed
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Page 175 and 176: Table 3 Competences ordered by impo
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Page 179 and 180: Table 4 Competences ordered by «ga
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 and 190: Of course the core content can be f
Page 191 and 192: 192 Table 2 Correspondence between
Page 193 and 194: Some further clarifying remarks are
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Page 199: FIRST CYCLE (BACHELORS) FIRST and S
Page 203 and 204: BASIC UNITS UNITS CHARACTERISING TH
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
Page 223 and 224: 224 importance of a subject or the
Page 225 and 226: 0. Introduction This paper aims to
Page 227 and 228: 1.2. Relative and absolute value of
Page 229 and 230: e included in their own degree prog
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Page 243 and 244: from institution to institution and
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Page 247 and 248: the Tuning project that if the next
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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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