Presentaci

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UAB adaptation tothe European Higher Education
Area
Office of the Vice-Rector of Students and
Culture January 2006
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Changing conditions in the knowledge society

• Exponential rise in the fields of study.
• Access to information has diversified, and has
  become cheaper and easier to obtain.
• Initial training is not sufficient for modern
  employment, which is changing constantly.
• Increase in the need for lifelong learning.
• Demand for academic study to be more relevant to
  employment.
• Increase in the number of students working during
  their studies.
• More skilled workers being employed in Europe
  (Maastricht)

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Problems with the current system

• Initial specialisation (1992).
• Exhaustive training focussed on knowledge.
• Delay in the student acquiring his or her first
  higher education qualification.
• Courses that lack continuity.
• Delay in entering employment.
• Lack of student mobility.

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Consequences (1)

• Initial specialisation (1992).
• Difficult to change studies.
• Exhaustive training focussed on knowledge.
• Increase in the number of basic modules.
• Delay in the student acquiring his or her first
  higher education qualification.
• Monosequential (tunnel) courses.
• Drop-out with no recognition for work achieved.
• Courses that lack continuity.
• Diplomas (Nursing, Speech Therapy, Physiotherapy,
  etc.).
• Effort required for a course based on number of
  hours of lectures (10 hours of lectures 1
  credit for the student).
• An unspoken agreement between lecturer and
  student.

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Consequences (2)

• Delay in entering employment
• Lack of student mobility

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Framework
more general

• Bologna Declaration (1999)
• Prague Declaration (2001)
• Berlin Declaration (2003)
• Royal Decrees governing undergraduate and
  postgraduate courses (21/01/2005)
• Bergen Declaration (2005)
• Catalogue of undergraduate courses (?)
• Course assessment and certification criteria (?)
• General guidelines for individual courses (?)
• Drafting new syllabuses (2007-2010)
• Official programmes for master's degrees
  (September 2006)

more specific
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Goals of the Bologna treaty

• Harmonise higher education (but not making it
  uniform).
• Promote student mobility throughout Europe.
• Adopt a transparent system in which
  qualifications across Europe are comparable.
• Adopt a common system for calculating credits in
  Europe.
• Increase employability in the European labour
  market.
• Promote the European dimension of higher
  education and its competitiveness in relation to
  other systems (US and Asia).

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Course structure compatible with the rest of
Europe (undergraduate 3/4 postgraduate 2/1)

• Avoid an excessive number of years of study
  required for a first university qualification.
• Facilitate the incorporation of graduates into
  the labour market.
• Build solid foundations in the undergraduate
  phase, providing access to various postgraduate
  specialisation courses (advanced academic
  training / professionalisation / introduction to
  research).
• Avoid over-specialisation during the
  undergraduate phase that limits the future of
  students.
• Make it easy for students to move into other
  university systems.
• Enable students to join and leave the higher
  education system throughout their lives.

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Principles behind the UAB model

• A structure that integrates us completely into
  the EHEA.
• Modular conception of studies.
• A structure that harmonises undergraduate
  studies.
• Flexibility in curriculum configuration.
• Undergraduate and postgraduate courses as a
  public service.
• A structure of Official Postgraduate Programmes
  (POPs) leading to official master and doctorate
  qualifications.

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Opportunities at the UAB

• A campus university.
• Surrounded by a circle of UAB research centres
  (Esfera UAB).
• Quality education and alert to the new employment
  realities of students.
• Unique undergraduate and postgraduate courses,
• ... promoting geographical mobility and
  internationalisation,...
• ... as well as internal vertical and transversal
  mobility.

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EHEA structure
60
60
60
60
60
60
60
60
60
60

• Focus the core modules on the first 180 of the
  total of 240 credits.
• Focus UAB minors on the final 60 credits.

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UAB structure
Postgraduate
Undergraduate
180
240
First cycle
Second cycle
Third cycle
120
60
60
60
60
Doctorate
Undergraduate course
Master's degree
3 (1) 1 ? 4 1
3 (1) 1 3 2
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Structure of UAB undergraduate courses
TOTAL
Free-choice modules
UAB modules
Core modules
core modules
CREDITS
180
30
60
90
50
180
180
30
15
135
75
180
240
60
60
120
50
240
240
60
0
180
75
240
Officially recognised qualification
Unofficial UAB qualification. Students joining
from other universities.
Students leaving the UAB for other
universities Recognition of lifelong
learning Recognition of lifewide learning
Students leaving the UAB for other universities
(? undergraduate or master) Recognition of
lifelong learning CFGS, internship. Recognition
of lifewide learning in minors, first year of
postgraduate study, training that is not
necessarily academic.
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Official Postgraduate Programmes (POPs)
60 to 120 credits
Initiation to Research
Areas of Research
AdvancedAcademicTraining
Professionalspecialisation


2nd cycle Master's degree
3rd cycle Doctorate

• First degree
• 180 ECTS credits with100 of core modules

• Master's degree
• 60 POP ECTS credits
• ? ECTS credits ?300

Requirements for masters
Requirements for doctorates
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Undergraduate Pilot Plan UAB-DURSI (2004-2007)

• Health Sciences
• Veterinary Medicine
•  
•  
• Social Sciences
• Political Science and Public Administration
• Education Studies
• Advertising and Public Relations
• Sociology 

• Humanities
• Geography
• Humanities
• Translation and Interpreting
•  
• Experimental Sciences
• Physics
• Mathematics
•  
•  
• Engineering
• Computer Engineering 
•  

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UAB Undergraduate Pilot Plan New teaching
model (2005-2008)

• UAB centres
• Social Sciences
• Teaching, Early Childhood Education
• Teaching, Primary Education
• Health Sciences
• Speech Therapy

• Affiliated centres
• Health Sciences
• Nursing (Gimbernat School of Nursing)
•  
•  
• Social Sciences
• Tourism (School of Tourism and Hotel Management)
• Engineering
• Management Computing (Tomàs Cerdà School of
  Computer Science) 
• 
  

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Postgraduate Pilot Plan UAB-DURSI (2005-2007)

• Humanities
• European Masters in Natural Language Processing
  (NLP)
• Health Sciences
• Masters degree in Health, Welfare and the
  Community
• Postgraduate course in Social Psychology
•  
•  
• Social Sciences
• European professional specialisation master in
  Intermediterranean mediation Economic
  Investment and Cross-cultural Integration
•  

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