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

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—Universität Göttingen - Matthias Schumann (DE) —FH Aachen - Margret Schermutzki (DE) —FH Zwickau - Günther Höhn (DE) —Universidad de Salamanca - Rafael Bonete Perales (ES) —ESC Lille/Lille Graduate School of Management - Martine Froissart (FR) —Athens University of Economics and Business - Katerina Galanaki- Spiliotopoulos (GR) —Trinity College Dublin - Patrick McCabe (IE) —Università degli Studi di Pavia - Lorenza Violini (IT) —Norwegian School of Business - John Andersen / Siren Høgtun / Carl-Julious Nordstrom (NO) —Universidade Tecnica de Lisboa - Joao Luis Correia Duque (PT) —University of Umea - Dan Frost (SE) —Loughborough University - David Wolfe (UK) Chemistry —CPE Lyon - Anthony Smith, Area Co-ordinator (FR) —Universitè de Liège - Bernard Leyh (BE) —University of Dortmund - Terry Mitchell (DE) —Universidad Complutense de Madrid - Raffaella Pagani (ES) —University of Helsinki - Kristiina Wähälä (FI) —University of Toulouse - Jean-Pierre Gorrichon (FR) —Aristotle University of Thessaloniki - Evangelia Varella (GR) —University College Cork - Brian Jennings (IE) —University of Bologna - Paolo Todesco (IT) —Università Ca’ Foscari di Venezia - Gino Paolucci (IT) —University of Amsterdam - Ad Oskam (NL) —University of Bergen - George W. Francis (NO) —University of Aveiro - Armando J.D. Silvestre (PT) —Lund University - Bengt Jergil (SE) —University of Strathclyde - Richard J. Whewell (UK) Education Sciences —University of Göteborg - Lars Gunnarsson, Area Co-ordinator (SE) —Paedagogische Akademie des Bundes in Oberoesterreich, Linz - Friedrich Buchberger (AT) —Universiteit Leuven - Joost Lowyck (BE) —Universität Leipzig - Iris Mortag (DE) —The Danish University of Education, Copenhagen - Søren Ehlers (DK) 9
—Universidad de Deusto - M. José Bezanilla (ES) —University of Jyväskylä - Tuula Asunta (FI) —Université Paris X - Nanterre - Marie-Françoise Fave-Bonnet (FR) —University of Patras - Yorgos Stamelos / Andreas Vassilopoulos (GR) —University College Dublin - Sheelagh Drudy (IE) —Università degli Studi di Genova - Giunio Luzzatto (IT) —University of Tromsø - Tone Skinningsrud (NO) —Universidade de Aveiro - Nilza Costa / Maria Estela Martins (PT) —University of Bristol - Arlene Gilpin (UK) Geology —National University of Ireland, Galway - Paul D. Ryan, Area Coordinator (IE) —Universität Wien - Wolfram Richter (AT) —Université de Liège - Alain Dassargues / Annick Anceau (BE) —Universität Heidelberg - Reinhard Greiling (DE) —Aarhus Universitet - Niels Tvis Knudsen (DK) —Universitat de Barcelona - Pere Santanach (ES) —University Oulu - Seppo Gehör (FI) —Université des Sciences et Technologies de Lille - Jean-Louis Mansy (FR) —Università degli Studi Roma Tre - Francesco Dramis (IT) —Vrije Universiteit Amsterdam - Wim Roeleveld (NL) —University of Oslo - Bjørg Stabell (NO) —Universidade de Évora - Rui Manuel Soares Dias (PT) —University of Edinburgh - Geoffrey Boulton (UK) —Imperial College of Science, Technology and Medicine - Robert Kinghorn (UK) History —Université Grenoble II - Jean-Luc Lamboley, Area Co-ordinator (FR) —Universität Graz - Siegfried Beer (AT) —Universiteit Gent - Luc François (BE) —Universität Bochum - Lucian Hölscher / Linda-Marie Guenther (DE) —Universitet Roskilde - Henrik Jensen (DK) —Universitat de Valencia - Jorge A. Catalá Sanz (ES) —University of Turku - Taina Syrjämaa (FI) —University College Cork (NUI Cork) - Joe J. Lee (IE) —University of Iceland - Már Jonsson (IS) —Università degli Studi di Padova «il Bo» - Carlo Fumian (IT) 10
Page 1 and 2: Final Report Pilot Project - Phase
Page 4 and 5: Tuning Educational Structures in Eu
Page 6 and 7: List of Participants Joint General
Page 10 and 11: —Universitá degli Studi di Bolog
Page 12 and 13: Map of the Tuning Member Institutio
Page 14 and 15: Content PART ONE Preliminary Remark
Page 16: PART ONE
Page 19 and 20: generous financial support but also
Page 21 and 22: Transfer and Accumulation System (E
Page 23 and 24: By learning outcomes we mean the se
Page 25 and 26: —To create European networks able
Page 27 and 28: The provision of reference points a
Page 29 and 30: transmission of knowledge. Elements
Page 31 and 32: enhancement of mobility, not only o
Page 33 and 34: of a second language, ability to co
Page 35 and 36: —show understanding and implement
Page 37 and 38: study. As part of this phase each o
Page 39 and 40: does not imply that it is not possi
Page 41 and 42: academics the opportunity to exchan
Page 43 and 44: elationship between educational str
Page 45 and 46: —ECTS as a Europe-wide accumulati
Page 47 and 48: outside the framework of a programm
Page 49 and 50: If the aims of Universities come to
Page 52 and 53: General Conclusions and Recommendat
Page 54: subject areas. Because of these rea
Page 58:
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
Page 73 and 74:
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
Page 205 and 206:
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
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
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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
Page 293 and 294:
Physics Questionnaire for academics
Page 295 and 296:
Specific Competences 55. Be able to
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Appendix II Length of Studies
Page 301 and 302:
Length in terms of Set up of progra
Page 303 and 304:
Page 305 and 306:
Page 307 and 308:
Page 309 and 310:
Page 311 and 312:
Page 313 and 314:
Page 315 and 316:
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