TUNING methodology and tools for curricula design: II part - Questionnaires Fausta Ludovici

1. TUNINGmethodology and tools for curricula design: II part - Questionnaires Fausta Ludovici Management Committee

2. TUNING Project “Tuning of educational structures and programmes on the basis of diversity and autonomy” Universities’ contribution to the Bologna Process Management Committee

3. Tuning is a Methodology to design, develop and evaluate study programmes Developing reference points at subject area level in order to make degree courses: • comparable • compatible • transparent Reference points are expressed in terms of • Learning outcomes • competences Management Committee

4. Student centred approach focussed on Learning outcomes What a learner is expected to: • Know • Understand • Be able to demonstrate at the end of a learning programme Management Committee

5. Two main types of Learning outcomes • Subject specific competences: theoretical, practical knowledge and subject related skills. They give identity to the particular degree. • General competences (transferable skills): qualities used in many situations, not related to the specific subject area. Common to all the degrees Management Committee

6. Learning outcomes: analysis • Subject specific competences: analysed using different approaches according to each subject area by relevant groups of experts • General competences (transferable skills): analysed using a set of questionnaires Management Committee

7. TUNING Questionnaire on General competences 1 Addressed to: • Graduates • Employers • Academics Main question: • Which are the most important competences in order to access to the labour market? Management Committee

8. TUNING Questionnaire on General competences 2 They are becoming more and more relevant for preparing students well for their future role in society in terms of employability and citizenship • Instrumental: cognitive, methodological, technological, linguistic abilities • Interpersonal: individual abilities, social interaction and cooperation. • Systemic competences: abilities and skills concerning whole systems (combination of understanding, sensibility and knowledge, adapting to new situations, problem solving) Management Committee

9. TUNING Questionnaire on General competences 3 Instrumental Competences: • Capacity for analysis and synthesis • Capacity for organization and planning • Basic general knowledge • Oral and written communication in your native language • Knowledge of a second language • Elementary computing skills • Information management skills • Problem solving • Decision-making Management Committee

10. TUNING Questionnaire on General competences 4 Interpersonal Competences: • Critical and self-critical abilities • Teamwork • Interpersonal skills • Ability to communicate with experts in other fields • Appreciation of diversity and multiculturality • Ability to work in an international context • Ethical commitment Management Committee

11. TUNING Questionnaire on General competences 5 Systemic Competences: • Capacity for applying knowledge in practice • Research skills • Capacity to learn • Capacity to adapt to new situations • Capacity for generating new ideas (creativity) • Leadership • Understanding of cultures and customs of other countries • Ability to work autonomously • Project design and management • Concern for quality • Will to succeed Management Committee

12. Collecting Data • Business • Edication Sciences • Earth Sciences • History • Mathematics • Physics • Chemistry • Austria • Belgium • Denmark • Finland • France • Germany • Greece • Iceland • Ireland • Italy • Netherlands • Norway • Portugal • Spain • Sweden • United Kingdom 7 Areas - 101 Universities - 16 Countries • Answers: • 5.183 Graduates • 944 Employers • 998 Academics Management Committee

13. 10 Capacity for organization and planning 9 • Teamwork RESULTS First ten competences Graduates and Employers 1 8 • Ability to work autonomously 7 • Information management 6 • Concern for quality 5 • Capacity to adapt to new situations 4 • Capacity for applying knowledge in practice 3 Problem solving 2 Instrumental • Capacity to learn Interpersonal • Capacity for analysis and syntesis Systemic Management Committee

14. Understanding of cultures and customs of other countries 18 17 Apreciation of diversity and multiculturality 16 Ability to work in an international context RESULTS 2 Graduates and Employers The last three competences Instrumental Interpersonal Systemic Management Committee

15. RESULTS 3 List of the 5 most important competences in all areas Management Committee

16. Conclusions Tuning method starts from and involves society. In designing or re-designing educational programmes, it is crucial that the Universities take into consideration the changing needs of society as well as present and future employment possibilities In order to be successful a degree course must prepare students well for their future role in society in terms of employability and citizenship. Management Committee

17. Thanks for your attention!