ECCE Education Task Force
First results
of the Tuning Project with the
participation of EUCEET and ECCE
Prof. Iacint MANOLIU (UAICR)
ECCE Task Force Education Chairman
42nd ECCE meeting, November 11th – 12th, 2005,
Istanbul, Turkey
CONTENT
1. What is Tuning
2. EUCEET-ECCE-Tuning – phases of the action
3. EUCEET-ECCE-Tuning – a chronology of the preparatory
phase
4. EUCEET-ECCE-Tuning – the on-line consultation phase
5. EUCEET-ECCE-Tuning – first results of the on-line
consultation
6. EUCEET-ECCE-Tuning – a final task : writing the
“Summary of Tuning subject area findings”
What is Tuning?
The TUNING project is a project by and for
universities
It is the Universities’ response to the challenge
of the Bologna Declaration
TUNING MOTTO
Tuning of educational structures and
programmes on the basis of diversity and
autonomy
Tuning Phase I 2001- 2002
Closing Conference Brussels, 31 May 2002
Tuning Phase II 2003 – 2004
Closing Conference Brussels, 21 May 2004
Tuning Phase III 2005 – 2006
Launching Conference Budapest, 22 - 23 April 2005
The Tuning Methodology
• Line 1: Generic competences
Consultation with graduates, employers and academics on
the importance of 30 generic competences and an evaluation
of how well HE institutions develop them
• Line 2: Subject specific competences (knowledge,
understanding and skills)
Mapping of subject areas and development of common
reference points and subject specific competences of each of
the pilot disciplines
• Line 3: ECTS as a European credit accumulation system:
new perspectives
Development of ECTS as a tool for programme design: basis
is student workload measured in time
• Line 4: Mapping of approaches to teaching / learning and
assessment in different countries
• Line 5: Quality enhancement
THE TUNING
QUESTIONNAIRE
FOCUS ON GENERIC COMPETENCES
(GENERAL ACADEMIC SKILLS)
TARGET GROUPS:
• GRADUATES
• EMPLOYERS
• ACADEMICS
WHAT ARE THE MOST IMPORTANT COMPETENCES TO BE
EMPLOYABLE INDEPENDENT OF ONE’S SUBJECT AREA?
ARE THESE ACTUALY TAUGHT AND TO WHAT EXTENT?
THE TUNING
QUESTIONNAIRE
TYPES OF COMPETENCES MEASURED:
• Instrumental competences: cognitive abilities,
methodological abilities, technological abilities and
linguistic abilities
• Interpersonal competences: individual abilities like
social skills (social interaction and co-operation)
• Systemic competences: abilities and skills concerning
whole systems (combination of understanding,
sensibility and knowledge; prior acquisition of
instrumental and interpersonal competences required)
Data
7 Areas & 101 university depart. & 16 Countries







Business
Geology
History
Mathematics
Physics
Education
Chemistry
Total number of respondents:
 5183 Graduates
 944 Employers
 998 Academics
















Austria
Belgium
Denmark
Finland
France
Germany
Greece
Iceland
Ireland
Italy
Netherlands
Norway
Portugal
Spain
Sweden
United
Kingdom
Thematic Networks and Tuning:
How to adapt and how to adopt
the Tuning methodology?
Tuning envisages co-operation
with Thematic Networks at three
levels:
I.
II.
III.
Exchange of Information
Cooperation as a Synergy Group
Cooperation as a Core Area
II.
Aim:
Cooperation as a Synergy
Group
Develop knowledge of Tuning Methodology
with regard to some of the Tuning lines.
Option made by EUCEET and ECCE:
-
Line 1
-
Line 2
Generic competences
Consultation of only of
academics and employers
Subject specific competences
Consultation of academics
EUCEET –Tuning
A comparison
EUCEET Tuning
Area(s)
1
7
Universities
61
101
Countries
24
16
Total number
of respondents



Graduates
Employers
Academics
76
728
1151
5163
944
998
EUCEET-ECCE-Tuning
Phases of the action
EUCEET-ECCE-Tuning
a 4-phase action
I. The preparatory phase
29 January 2004-10 December 2004
II. The on-line consultation phase
1 March 2005-16 July 2005
III. Analysis of data resulting from the on-line consultation
phase made by the Tuning specialist in statistics and by
TUCEB
IV. Preparation of the “Summary of Tuning subject area
findings”
EUCEET-ECCE-Tuning
preparatory phase
A chronology
●
29 January 2004
Brussels, TNs Coordinators meeting
“All Thematic Networks must include Tuning elements in
the proposal for 2004 – 2005” (Mr. Ettore Deodato,
responsible for TNs in the DG Education and Culture)
●
16 February 2004
Paris, meeting of the EUCEET Management Committee
MC decides to involve EUCEET as a synergy group in the
Tuning Line 1 (Generic Competences) and Tuning Line 2
(Subject Specific Competences) and to found the EUCEETTuning Task Force chaired by Prof. Iacint Manoliu. It is also
decided to ask Tuning MC to nominate Prof. Hendrik
Ferdinande from Gent University as “Tuning expert” for
EUCEET.
• 15 March 2004
Ghent
Meeting between Prof. Hendrik Ferdinande, nominated by
Tuning Coordinator as a Tuning expert for EUCEET, and
Prof. Iacint Manoliu
• 6 May 2004
Malta, 2nd EUCEET II General Assembly
Prof. Hendrik Ferdinande makes in the plenary session a
presentation on Tuning.
●
7 May 2004
Malta, after the closure of the 2nd EUCEET II General
Assembly
First meeting of the EUCEET-Tuning Task Force Attendance:
38 delegates from 31 universities partners in EUCEET II,
coming from 21 countries.
Presentation of Prof. Ferdinande with the topic:
“Thematic Network and Tuning. How to adopt and how to
adapt the Tuning methodology?”
Discussions which followed made clear that:
a.For Generic Competences, the 3 Questionnaires prepared
by Tuning (for Graduates, for Employers and for Academics)
have to be used.
b.For Subject Specific Competences, a Questionnaire
pertinent to Civil Engineering field must be produced by the
EUCEET-Tuning Task Force
• 24 September 2004
Paris, joint EUCEET Tuning Task Force and EUCEET
MC meeting attended by:
• M-A. Cammarota (ENPC)
• S. Majewski (SUT Gliwice)
• R. Frank (ENPC)
• J.J. Aracil (ETSICCP Madrid)
• D.L. Smith (Imperial College)
• V. Kuraz (CTU Prague)
• C. Kerr (Imperial College)
• R. Reinecke (IBR Munich)
• A. Lovas (Budapest UTE)
• L. Boswell (City University London)
• G. Farkas (Budapest UTE)
• M. Federau (IUT Odense)
• P. Latinopoulos (AU Tessaloniki) • I. Manoliu (TUCEB)
• E. Bratteland (NUST Trondheim) • N. Radulescu (TUCEB)
A draft of the Questionnaire on Specific Conferences in civil
Engineering is produced
• 27 September 2004
An amendment on the draft is proposed by Iacint Manoliu
and endorsed by members of the Task Force.
• 11 November 2004
After consultations with Prof. Majewski, Prof. Manoliu
sends to the members of the Task Force a new version of
the questionnaire, containing 18 competences (instead of
21) and completed with commentaries.
● 24
November 2004
Meeting in Ghent between Prof. Hendrik Ferdinande
and Prof. Iacint Manoliu
Prof. Ferdinande fully agreed with the Questionnaire and
showed the report of the Tuning MC meeting in Bilbao, on
6 - 7 November 2004, in which a section was devoted to
Thematic Networks.
Introduction to questionnaire on the evaluation
of the importance of
specific competences for civil engineering
Below are presented a series of competences specific to your area. For each of them
we would ask you to do two things:
a. Indicate how important you think it is that a student should require the competence in
his/her education for the First Cycle. Please use the values 1 to 4 according to the
following key:
1 = None, 2 = Weak, 3 = Considerable, 4 = Strong. Please, select the options in the
corresponding box using the mouse of your computer.
b. Indicate how important you think it is that a student should acquire the competence in
his/her education for the second cycle. Please use the values 1 to 4 according to the
following key: 1 = None, 2 = Weak, 3 = Considerable, 4 = Strong. Please select the
option in the corresponding box using the mouse of your computer.
Important note. By preparing the questionnaire, the EUCEET Tuning Task Force
considered that the First Cycle is leading to a degree being by itself "relevant to the
European labour market", as required by the Bologna Declaration.
Some of the competences listed below and commentaries are adapted from the
outcomes defining the "Body of knowledge" developed in 2003 by a Committee of the
American Society of Civil Engineers.
In the "Body of knowledge", three levels of competence are defined, as follows:
● Level 1 (Recognition) represents a reasonable level of familiarity with a
concept. At this level, the engineer is familiar with a concept, but lacks the
knowledge to specify and procure solutions without additional expertise. For
example, an engineer might recognize that a particular architectural plan poses
significant construction difficulties without having the expertise to devise
improved construction or design alternatives.
● Level 2 (Understanding) implies a thorough mental grasp and
comprehension of a concept or topic. Understanding requires more than
abstract knowledge and is the basis for creative developing and practical
applying this knowledge. Understanding refers not only to the scientific and
technical aspects, but to the ethical consequences and responsibility as well.
● Level 3 (Ability) is a capability to perform with competence. An engineer with
the ability to design a particular system can take responsibility for the system,
identifying all the necessary aspects of the design, and match objectives with
appropriate technological solutions. As an engineer develops, the engineer’s
abilities also develop so that more challenging and difficult problems can be
solved.
Civil Engineering
Questionnaire for academics
Specific competences
1. An ability to apply knowledge of mathematics and other basic
subjects
2. An ability to use knowledge of mechanics, applied mechanics
and of other core subjects relevant to civil engineering
3. An ability to design a system or a component to meet desired
needs
4. An ability to identify, formulate and solve common civil
engineering problems
5. An ability to identify, formulate and solve complex civil
engineering problems
6. An understanding of the interaction between technical and
environmental issues and ability to design and construct
environmentally friendly civil engineering works
7. An ability to design and conduct experiments, as well as analyse
and interpret data
Importance
for first cycle
none = 1
weak = 2
considerable = 3
strong = 4
Importance for
second cycle
none = 1
weak = 2
considerable = 3
strong = 4
8. An ability to identify research needs and necessary resource
9. An ability to use the techniques, skills and modern
engineering tools, including IT, necessary for engineering
practice
10. An ability to apply knowledge in a specialized area related
to civil engineering
11. An understanding of the elements of project and
construction management of common civil engineering works
12. An understanding of the elements of project and
construction management of complex civil engineering works
13. An understanding of professional and ethical responsibility
of civil engineers
14. An understanding of the impact of solutions for civil
engineering works in a global and societal context
15. An ability to communicate effectively
16. An understanding of the role of the leader and leadership
principles and attitudes
17. A recognition of the need for, and the ability to engage in,
life-long learning
18. An ability to function in multi-disciplinary teams
Questionnaire for academics and employers
CIVIL ENGINEERING: Generic Competences
Listed below are the 17 competences which have been considered in the project Tuning Educational Structures in
Europe as most important for the professional development of university graduates, regardless the degree and the field.
General Competences
1. Ability to work in an interdisciplinary team
2. Appreciation of diversity and multiculturality
3. Basic knowledge of the field of study
4. Basic knowledge of the profession
5. Capacity for analysis and synthesis
Please rank below the five most
important competences according to
your opinion.
Please write the number of the item
within the box.
Mark on the first box the most
important, on the second box the
second most important and so on.
6. Capacity for applying knowledge in practice
7. Capacity for generating new ideas (creativity)
1.
Item number
2.
Item number
3.
Item number
4.
Item number
5.
Item number
8. Capacity to adapt to new situations
9. Capacity to learn
10. Critical and self-critical abilities
11. Decision-making
12. Elementary computing skills (word processing, database, other utilities)
13. Ethical commitment
14. Interpersonal skills
15. Knowledge of a second language
16. Oral and written communication in your native language
17. Research skills
● 24
November 2004
Excerpts from the Report of the Tuning MC meeting in
Bilbao:
“Thematic Networks
The project coordinators thank all MC members for the work
they have done as Tuning counsellors over the past year. It has
been time consuming but rewarding. However, for Tuning III in
which about 20 TN’s will apply the Tuning approach, a more
targeted and less energy taking procedure is needed. So far
Tuning and the TN’s were in a process of information. Some of
the TNs are quite advanced in applying Tuning, others are not”.
• 29 November 2004
Pablo Beneitone from Deusto University sends the template
produced during the Tuning MC meeting in Bilbao for the use of
TNs.
• 9 December 2004
Pablo. Beneitone writes to Prof. Manoliu:
“If you want to conduct the consultation shortly, we
could give you an on-line platform to do it.
We could put the questionnaire on-line and you could
inform your partners that they should complete the
questionnaire on-line.”
• 10 December 2004
At the EUCEET II Management Committee meeting in
Barcelona, a State-of-the-art of EUCEET-Tuning is
presented by I. Manoliu, along with the offer made by
Tuning Coodinator, Deusto University.
The Management Committee decides unanimously the
use the consultation on-line. It is decided also that
surveys will be undertaken only among academics and
employers, skipping the survey among graduates.
A plan of action concerning the involvement of EUCEET
in Tuning is adopted.
EUCEET-ECCE-Tuning
The on-line consultation phase
• 1st February 2005
Meeting of Tuning Coordinator with TNs representatives Brussels
An agreement on the involvement of EUCEET II in Tuning is concluded in
the following terms:
• surveys only among academics and employers
• the same questionnaire on generic competences for both academic and
employers, namely the questionnaire with 17 generic competences
prepared by Tuning for academics
• respondents to be asked to rank the first 5 (among 17) of the generic
competences
• survey to be conducted on-line using the facilities of Deusto University
• 20 February 2005
The list of usernames for academics and for employers for the on-line
consultation is sent by Deusto University
• 1st March 2005
A letter providing the usernames and the invitation for participation in
the consultation on-line is sent by ENPC to all EUCEET II partners
List of usernames for countries
No
Country
Code
country
Generic
Competences
Employers
101
Austria
AT
7EGE101
116
Italy
IT
7EGE116
102
Belgium
BE
7EGE102
117
Lithuania
LT
7EGE117
103
Bulgaria
BG
7EGE103
118
Latvia
LV
7EGE118
104
Cyprus
CY
7EGE104
119
Malta
MT
7EGE119
105
Czech Republic
CZ
7EGE105
120
Netherlands
NL
7EGE120
106
Germany
DE
7EGE106
121
Norway
NO
7EGE121
107
Denmark
DK
7EGE107
122
Poland
PL
7EGE122
108
Estonia
EE
7EGE108
123
Portugal
PT
7EGE123
109
Spain
ES
7EGE109
124
Romania
RO
7EGE124
110
Finland
FI
7EGE110
125
Sweden
SE
7EGE125
111
France
FR
7EGE111
126
Slovenia
SI
7EGE126
112
Greece
GR
7EGE112
127
Slovakia
SK
7EGE127
113
Hungary
HU
7EGE113
128
Turkey
TR
7EGE128
114
Ireland
IE
7EGE114
129
United Kingdom
UK
7EGE129
115
Iceland
IS
7EGE115
• 23rd April 2005
Meeting of Tuning Coordinator
representatives, Budapest
with
TNs
“Tuning and the Thematic Networks: the way ahead”
An extension of the deadline of the on-line consultation
until 15th July 2005 is obtained
ACADEMICS - GENERIC COMPETENCES
ANSWERS EVOLUTION
1163
1200
No OF ANSWERS
1000
901
800
621
600
400
239
200
109
0
APRIL
MAY
JUNE
JULY
AUG
ACADEMICS - SPECIFIC COMPETENCES
ANSWERS EVOLUTION
1200
1179
No OF ANSWERS
1000
897
800
600
595
400
252
200
111
0
APRIL
MAY
JUNE
JULY
AUG
EMPLOYERS - GENERIC COMPETENCES
ANSWERS EVOLUTION
NO OF RECEIVED ANSWERS
900
778
800
700
617
600
500
388
400
300
186
200
100
90
0
APRIL
MAY
JUNE
JULY
AUGUST
One of the hundreds e-mails received
during the EUCEET-ECCE-Tuning
exercise:
“I am the Dean and therefore my
answers are official.
Can you tell me what will the others say
that can be different from the official
answer?”
EUCEET-ECCE-Tuning
First results of the on-line
consultation
1. Analysis made by the Tuning specialist in
statistics, Mr. Paul Laka from Deusto University,
who sent on 22 September 2005 the following pp
presentation
SURVEY SAMPLING
 Cluster
sampling:
Respondents clustered within universities or countries
Assumptions of Simple Random Sampling (SRS) may not be valid: respondents are not
strictly independent as subjected to a cluster effect,...
 Design
effect:
Clustered design is widely used in research and does not represent a source of bias
Cluster sampling affects the survey sampling error: it is increased depending on differences
in measured items among clusters
 Further analysis:
 Simple Random Sampling estimates and procedures will not be used in either univariate or
multivariate analysis
All further estimates and conclusions take into account the clustered nature of data at
country level
SPECIFIC COMPETENCES
Sample distribution: Specific Competences
Germany
Denmark
Estonia
Spain
France
Greece
Hungary
Ireland
Italy
Lithuania
Latvia
Netherlands
Norway
Poland
Portugal
Romania
Sweden
Slovenia
Slovakia
Turkey
United Kingdom
TOTAL
58
29
27
43
42
70
86
5
75
17
19
10
18
167
40
234
1
47
33
45
36
1179
Shorter labels are used for each item:
Shorter label
Descriptor
1. apply k nowledge of mathematics
An ability to apply know ledge of mathematics and other basic subjects
2. mechanics, applied mechanics
An ability to use know ledge of mechanics, applied mechanics and of other core
subjects relevant to civil engineering
3. design a system to meet desired needs
An ability to design a system or a component to meet desired needs
4. solve common civil engineering problems
An ability to identify, formulate and solve common civil engineering problems
5. solve complex civil engineering problems
An ability to identify, formulate and solve complex civil engineering problems
6. interaction between technical and environmental
An understanding of the interaction betw een technical and environmental issues and
ability to design and construct environmentally friendly civil engineering w orks
7. design and conduct experiments,
An ability to design and conduct experiments, as w ell as analyse and interpret data
8. identify research needs and necessary resources
An ability to identify research needs and necessary resources
9. use the techniques, sk ills and modern tools
An ability to use the techniques, skills and modern engineering tools, including IT,
necessary for engineering practice
10. apply k nowledge in a specialized area
An ability to apply know ledge in a specialized area related to civil engineering
11. management of common work s
12. management of complex work s
An understanding of the elements of project and construction management of
common civil engineering w orks
An understanding of the elements of project and construction management of
complex civil engineering w orks
13. professional and ethical responsibility
An understanding of professional and ethical responsibility of civil engineers
14. the impact of solutions
An understanding of the impact of solutions for civil engineering w orks in a global
and societal context
15. communicate effectively
An ability to communicate effectively
16. the role of the leader
An understanding of the role of the leader and leadership principles and attitudes
17. need for life-long learning
A recognition of the need for, and the ability to engage in, life-long learning
18. function in multi-disciplinary teams
An ability to function in multi-disciplinary teams
2. mechanics, applied mechanics
1. Apply knowledge of mathematics
15. communicate effectively
4. solve common civil engineering problems
13. professional and ethical responsibility
9. use the techniques, skills and modern tools
17. need for life-long learning
18. function in multi-disciplinary teams
3. design a system to meet desired needs
6. interaction between technical and
environmental
11. management of common works
14. the impact of solutions
10. apply knowledge in a specialized area
16. the role of the leader
7. design and conduct experiments,
12. management of complex works
5. solve complex civil engineering problems
8. identify research needs and necessary
resources
EUCEET: Specific Competences 1st CYCLE
95% Confidence intervals, ordered competences
4
3
2
1
2. mechanics, applied mechanics
3. design a system to meet desired needs
4. solve common civil engineering problems
5. solve complex civil engineering problems
15. communicate effectively
9. use the techniques, skills and modern tools
18. function in multi-disciplinary teams
10. apply knowledge in a specialized area
17. need for life-long learning
1. Apply knowledge of mathematics
13. professional and ethical responsibility
6. interaction between technical and
environmental
7. design and conduct experiments,
11. management of common works
8. identify research needs and necessary
resources
12. management of complex works
14. the impact of solutions
16. the role of the leader
EUCEET: Specific Competences 2nd CYCLE
95% Confidence intervals, ordered competences
4
3
2
1
1
18. function in multidisciplinary teams
2
17. need for life-long
learning
16. the role of the leader
15. communicate
effectively
14. the impact of
solutions
13. professional and
ethical responsibility
12. management of
complex works
11. management of
common works
10. apply knowledge in a
specialized area
9. use the techniques,
skills and modern tools
8. identify research
needs and necessary
resources
7. design and conduct
experiments,
6. interaction between
technical and
environmental
5. solve complex civil
engineering problems
4. solve common civil
engineering problems
3. design a system to
meet desired needs
2. mechanics, applied
mechanics
1. Apply knowledge of
mathematics
EUCEET: Specific Competences 1st & 2nd CYCLE
Competences by order in questionnaire
4
3
1st Cycle
2nd Cycle
1
2. mechanics, applied
mechanics
2
1. Apply knowledge of
mathematics
15. communicate
effectively
4. solve common civil
engineering problems
13. professional and
ethical responsibility
9. use the techniques,
skills and modern tools
17. need for life-long
learning
18. function in multidisciplinary teams
3. design a system to
meet desired needs
6. interaction between
technical and
environmental
11. management of
common works
14. the impact of
solutions
10. apply knowledge in a
specialized area
16. the role of the leader
7. design and conduct
experiments,
12. management of
complex works
5. solve complex civil
engineering problems
8. identify research
needs and necessary
resources
EUCEET: Specific Competences 1st & 2nd CYCLE
Competences ordered according to 1st cycle
4
3
1st Cycle
2nd Cycle
1
2. mechanics, applied
mechanics
2
3. design a system to
meet desired needs
4. solve common civil
engineering problems
5. solve complex civil
engineering problems
15. communicate
effectively
9. use the techniques,
skills and modern tools
18. function in multidisciplinary teams
10. apply knowledge in a
specialized area
17. need for life-long
learning
1. Apply knowledge of
mathematics
13. professional and
ethical responsibility
6. interaction between
technical and
environmental
7. design and conduct
experiments,
11. management of
common works
8. identify research
needs and necessary
resources
12. management of
complex works
14. the impact of
solutions
16. the role of the leader
EUCEET: Specific Competences 1st & 2nd CYCLE
Competences ordered according to 2nd cycle
4
3
1st Cycle
2nd Cycle
1
5. solve complex civil
engineering problems
8. identify research
needs and necessary
resources
7. design and conduct
experiments,
10. apply knowledge in a
specialized area
12. management of
complex works
3. design a system to
meet desired needs
16. the role of the leader
6. interaction between
technical and
environmental
18. function in multidisciplinary teams
4. solve common civil
engineering problems
14. the impact of
solutions
9. use the techniques,
skills and modern tools
17. need for life-long
learning
11. management of
common works
13. professional and
ethical responsibility
15. communicate
effectively
2. mechanics, applied
mechanics
1. Apply knowledge of
mathematics
EUCEET: Specific Competences 1st & 2nd CYCLE
Competences ordered according to differences between cycles
4
3
2
1st Cycle
2nd Cycle
ITEMS where countries showed some significant heterogeneity
(meaning that at least one of the countries showed a significant
difference from the overall mean, a<1%))
FIRST CYCLE
1. Apply knowledge of mathematics
3. design a system to meet desired needs
4. solve common civil engineering problems
5. solve complex civil engineering problems
8. identify research needs and necessary resources
9. use the techniques, skills and modern tools
11. management of common works
12. management of complex works
13. professional and ethical responsibility
16. the role of the leader
17. need for life-long learning
SECOND CYCLE
5. solve complex civil engineering problems
7. design and conduct experiments,
8. identify research needs and necessary resources
9. use the techniques, skills and modern tools
12. management of complex works
13. professional and ethical responsibility
14. the impact of solutions
16. the role of the leader
17. need for life-long learning
18. function in multi-disciplinary teams
GENERIC COMPETENCES
Sample distribution: Generic Competences
Belgium
Bulgaria
Czech Republic
Germany
Denmark
Estonia
Spain
France
Greece
Hungary
Ireland
Italy
Lithuania
Latvia
Netherlands
Norway
Poland
Portugal
Romania
Slovenia
Slovakia
Turkey
United Kingdom
TOTAL
ACADEMICS EMPLOYERS
5
9
28
16
31
19
55
41
36
2
30
16
49
68
40
20
82
56
88
8
5
2
64
17
19
19
20
22
12
20
24
162
65
37
26
233
177
36
41
28
6
42
60
29
14
1151
728
Shorter labels are used for each item:
Competence
number
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
Shorter label
work in an interdisciplinary team
diversity and multiculturality
k nowledge area
k nowledge profession
analysis and synthesis
applying k nowledge in practice
generating new ideas
adapt to new situations
learn
critical abilities
decision-mak ing
computing sk ills
ethical commitment
interpersonal sk ills
second language
oral and written communication
research sk ills
Descriptor
Ability to work in an interdisciplinary team
Appreciation of diversity and multiculturality
Basic knowledge of the field of study
Basic knowledge of the profession
Capacity for analysis and synthesis
Capacity for applying knowledge in practice
Capacity for generating new ideas (creativity)
Capacity to adapt to new situations
Capacity to learn
Critical and self-critical abilities
Decision-making
Elementary computing skills (word processing, database, other utilities)
Ethical commitment
Interpersonal skills
Knowledge of a second language
Oral and written communication in your native language
Research skills
EUCEET: Generic Competences RANKING, Academics
3. knowledge area
6. applying knowledge in practice
5. analysis and synthesis
4. knowledge profession
9. learn
7. generating new ideas
1. work in an interdisciplinary team
8. adapt to new situations
11. decision-making
10. critical abilities
15. second language
13. ethical commitment
16. oral and written communication
12. computing skills
14. interpersonal skills
17. research skills
2. diversity and multiculturality
0
0,5
1
1,5
2
2,5
EUCEET: Generic Competences RANKING, Academics
3.
6.
5.
4.
knowledge area
applying knowledge in practice
analysis and synthesis
knowledge profession
GROUP 1
9. learn
7. generating new ideas
1. work in an interdisciplinary team
GROUP 2
8. adapt to new situations
11. decision-making
GROUP 3
10.
15.
13.
16.
12.
14.
GROUP 4
critical abilities
second language
ethical commitment
oral and written communication
computing skills
interpersonal skills
17. research skills
2. diversity and multiculturality
GROUP 5
The original
ranking in 17
positions could
be pooled into
five groups so
any ranking
difference
between items in
the same group is
statistically non
significant
(a<1%)
EUCEET: Generic Competences RANKING, Employers
6. applying knowledge in practice
4. knowledge profession
5. analysis and synthesis
1. work in an interdisciplinary team
3. knowledge area
11. decision-making
9. learn
8. adapt to new situations
7. generating new ideas
14. interpersonal skills
16. oral and written communication
15. second language
10. critical abilities
12. computing skills
13. ethical commitment
17. research skills
2. diversity and multiculturality
0
0,5
1
1,5
2
2,5
EUCEET: Generic Competences RANKING, Employers
6. applying knowledge in practice
4. knowledge profession
GROUP 1
5. analysis and synthesis
1. work in an interdisciplinary team
3. knowledge area
11. decision-making
9. learn
8. adapt to new situations
GROUP 2
7. generating new ideas
GROUP 3
14.
16.
15.
10.
12.
13.
GROUP 4
interpersonal skills
oral and written communication
second language
critical abilities
computing skills
ethical commitment
17. research skills
2. diversity and multiculturality
GROUP 5
The original
ranking in 17
positions could
be pooled into
five groups so
any ranking
difference
between items in
the same group is
statistically non
significant
(a<1%)
3. knowledge area
6. applying knowledge in practice
5. analysis and synthesis
4. knowledge profession
9. learn
7. generating new ideas
1. work in an interdisciplinary team
8. adapt to new situations
11. decision-making
10. critical abilities
15. second language
13. ethical commitment
16. oral and written communication
12. computing skills
14. interpersonal skills
17. research skills
2. diversity and multiculturality
Ranking
Ranking
academics employers
1
5
2
1
3
3
4
2
5
7
6
9
7
4
8
8
9
6
10
13
11
12
12
15
13
11
14
14
15
10
16
16
17
17
Greatest ranking differencs
Spearman correlation coefficient between both rankings
r=
0,87745098
ITEMS where countries showed some significant heterogeneity
(meaning that at least one of the countries showed a significant
difference from the overall mean, a<1%)
1. ACADEMICS
ACADEMICS – Generic competences
1. work in an interdisciplinary team
3. knowledge area
4. knowledge profession
5. analysis and synthesis
12. computing skills
2. EMPLOYERS
None of the items showed a significant heterogeneity among countries
EUCEET-ECCE-Tuning
A final task: writing the
“Summary of Tuning
subject area findings”
Template for summary of Tuning subject area
findings
[Name of Subject Area]
Introduction to the subject area
[maximum 2000 characters including spaces]
A general description of the subject area and its key characteristics: is it
understood in the same way in all European countries or are there relevant
differences; are there any other particular aspects that should be mentioned
in an overview.
Degree profile(s)
[in table form]
Typical degrees offered in the subject area
• First cycle in (name subject area / specific parts)
• Second cycle in (name subject area / specific parts)
• Third cycle in (name subject area / specific parts)
Typical occupations of the graduates in the subject area (map of professions)
• First cycle
• Second cycle
• Third cycle
Role of subject area in other degree programmes
[maximum 1000 characters including spaces]
Which programmes and in what way.
Learning outcomes & competences - level cycle descriptors
[in table form]
• First cycle (subject specific and generic)
• Second cycle (subject specific and generic)
• Third cycle (subject specific and generic)
Which are the main learning outcomes expressed in the relevant subject specific
and generic competences (from the Tuning list of generic competences) for the
different cycles, taking into account the level of the competence (what the
graduate knows and is able to do) that has to be achieved.
Consultation process with stakeholders
[maximum 1000 characters including spaces]
Workload and ECTS
Workload of the typical degree programmes expressed in ECTS-credits:
• First cycle (180-240?)
• Second cycle (60-90-120?)
• Third cycle (120-180-240?)
Trends and differences within the European higher education area in this subject area.
[maximum 2000 characters including spaces]
Learning, teaching & assessment
[maximum 4000 characters including spaces]
Three example of best practice in learning, teaching and assessment to achieve
competences relevant to the subject area.
Quality enhancement
[maximum 2000 characters including spaces]
Subject area related observations on the use of Tuning tools in programme design,
delivery, monitoring and improvement.
Actual content and deadline :
to be discussed and agreed upon with Tuning Coordinator