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

of a second language, ability to communicate with experts in other
fields, ability to work in an international context, and ability to work in
an interdisciplinary team. It is remarkable that all of these competences
also appear near the bottom of the table for importance.
As regards the variation of ranking and the impact by country,
there are 13 items showing no variation at all. Among them there are
three of the competences which appear at the top of scale and also
two of those at the bottom. Ten items show a very mild country effect
while seven competences show a significant country effect.
It is obvious that the indicators are bound to input and perception.
They are also, as the rest of the project, time bound. European Higher
Education Institutions and society itself is in the process of rapid
change and the answers and the debate relate to the present rather
than the future. They also have a context: the purpose.
Further debate is required but some indicators of what is
considered more or less important for some relevant groups are
provisionally on the table for consideration and reference.
It is at the level of subject-specific competences, however, where
the Tuning project makes perhaps its greatest contribution, since those
subject-related competences are crucial for identification of degrees,
for comparability and for the definition of first and second-degree
cycles. Each of the groups has identified a list of competences related
to their subject and consulted with other academics to reflect on the
relative importance of these competences and their best location at the
level of first and second cycle. Because of the close relationship
between this reflection and knowledge, this analysis appears in line 2.
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