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Questionnaire on generic skills Questionnaire for Graduates This questionnaire presents a series of questions related to the skills and competences that may be important for success in your career. Please answer all the questions. The answers may be very valuable in improving course planning for future students of your degree subject. Please circle the best option in each case. Many thanks for your co-operation 1. Age in years: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2. Sex: 1. Male 2. Female 3. Year in which you graduated: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4. Title of your first degree (in the national language): . . . . . . . . . . . . 5. Present employment situation: 1. Working in a position related to your degree 2. Working in a position not related to your degree 3. Further study 4. Looking for your first job 5. Unemployed, but have previously been employed 6. Neither employed nor looking for employment 7. Other (please specify): . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273
6. Do you feel that the education you have received at the university has been adequate? 1. Very much 2. Much 3. Some 4. Little 5. Very little 7. How would you rate the employment potential of your degree? 1. Very poor 2. Poor 3. Fair 4. Good 5. Very Good 274 For each of the skills listed below, please estimate: —the importance of the skill or competence, in your opinion, for work in your profession; —the level to which each skill or competence is developed by your degree programme at your university. The blank spaces may be used to indicate any other skills that you consider important but which do not appear on the list. Please use the following scale: 1 = none; 2 = weak; 3 = considerable; 4 = strong.
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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
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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 1 Proposed Formulation in gen
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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
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 233 and 234: The subject related theoretical and
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Page 239 and 240: learning time is the number of hour
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Page 243 and 244: from institution to institution and
Page 245 and 246: for today’s student. It implies t
Page 247 and 248: the Tuning project that if the next
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Page 252: Glossary, WWW Goldmine and Appendix
Page 255 and 256: Comprehensive exam ASSESSMENT of th
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Page 263 and 264: — European Network for Quality As
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Page 267 and 268: Newsletter — Education and Cultur
Page 270: Appendix I Questionnaires used
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Page 277 and 278: Questionnaire for academics Ranking
Page 279 and 280: Business Questionnaire for academic
Page 281 and 282: Chemistry Questionnaire for academi
Page 283 and 284: Specific Competences 26. Study skil
Page 285 and 286: Specific Competences Importance Imp
Page 287 and 288: Specific Competences 14. Receiving
Page 289 and 290: Specific Competences 34. Ability to
Page 291 and 292: Mathematics Questionnaire for acade
Page 293 and 294: Physics Questionnaire for academics
Page 295 and 296: Specific Competences 55. Be able to
Page 298: Appendix II Length of Studies
Page 301 and 302: Length in terms of Set up of progra
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