ECCE Education Task Force

1
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
2

• CONTENT
• What is Tuning
• EUCEET-ECCE-Tuning phases of the action
• EUCEET-ECCE-Tuning a chronology of the
  preparatory phase
• EUCEET-ECCE-Tuning the on-line consultation
  phase
• EUCEET-ECCE-Tuning first results of the on-line
  consultation
• EUCEET-ECCE-Tuning a final task writing the
  Summary of Tuning subject area findings
  

3
What is Tuning?
4
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
5
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
6
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

7
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 ONES SUBJECT AREA?
• ARE THESE ACTUALY TAUGHT AND TO WHAT EXTENT?

8
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)

9
Data
7 Areas 101 university depart. 16 Countries

• Austria
• Belgium
• Denmark
• Finland
• France
• Germany
• Greece
• Iceland
• Ireland
• Italy
• Netherlands
• Norway
• Portugal
• Spain
• Sweden
• United Kingdom

• Business
• Geology
• History
• Mathematics
• Physics
• Education
• Chemistry

• Total number of respondents
• 5183 Graduates
• 944 Employers
• 998 Academics

10
Thematic Networks and Tuning How to adapt and
how to adopt the Tuning methodology?
11
Tuning envisages co-operation with Thematic
Networks at three levels

• I. Exchange of Information
• II. Cooperation as a Synergy Group
• III. Cooperation as a Core Area

12
II. Cooperation as a Synergy Group

• Aim Develop knowledge of Tuning Methodology
• with regard to some of the Tuning
  lines.
• Option made by EUCEET and ECCE
• - Line 1 Generic competences
• Consultation of only of academics and
  employers
• - Line 2 Subject specific competences
• Consultation of academics

13
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
14
EUCEET-ECCE-Tuning Phases of the action
15

• EUCEET-ECCE-Tuning
• a 4-phase action
• The preparatory phase
• 29 January 2004-10 December 2004
• The on-line consultation phase
• 1 March 2005-16 July 2005
• 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

16
EUCEET-ECCE-Tuning preparatory phase A
chronology
17

• 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 EUCEET-Tuning 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.

18

• 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.

19

• 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
• For Generic Competences, the 3 Questionnaires
  prepared by Tuning (for Graduates, for Employers
  and for Academics) have to be used.
• For Subject Specific Competences, a Questionnaire
  pertinent to Civil Engineering field must be
  produced by the EUCEET-Tuning Task Force

20

• 24 September 2004

• Paris, joint EUCEET Tuning Task Force and EUCEET
  MC meeting attended by
• M-A. Cammarota (ENPC)
• R. Frank (ENPC)
• D.L. Smith (Imperial College)
• C. Kerr (Imperial College)
• A. Lovas (Budapest UTE)
• G. Farkas (Budapest UTE)
• P. Latinopoulos (AU Tessaloniki)
• E. Bratteland (NUST Trondheim)

• S. Majewski (SUT Gliwice)
• J.J. Aracil (ETSICCP Madrid)
• V. Kuraz (CTU Prague)
• R. Reinecke (IBR Munich)
• L. Boswell (City University London)
• M. Federau (IUT Odense)
• I. Manoliu (TUCEB)
• N. Radulescu (TUCEB)

A draft of the Questionnaire on Specific
Conferences in civil Engineering is produced

21

• 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.

22
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.
23

• 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
  engineers abilities also develop so that more
  challenging and difficult problems can be solved.

24
Civil Engineering Questionnaire for academics
Specific competences Importance for first cycle none 1 weak 2 considerable 3 strong 4 Importance for second cycle none 1 weak 2 considerable 3 strong 4
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
25
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
26
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
6. Capacity for applying knowledge in practice
7. Capacity for generating new ideas (creativity)
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
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.
1. Item number
2. Item number
3. Item number
4. Item number
5. Item number
27

• 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 TNs will apply the Tuning approach, a
  more targeted and less energy taking procedure is
  needed. So far Tuning and the TNs 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.

28

• 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.

29
EUCEET-ECCE-Tuning The on-line consultation phase
30

• 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

31
List of usernames for countries
No Country Code country Generic Competences Employers
101 Austria AT 7EGE101
102 Belgium BE 7EGE102
103 Bulgaria BG 7EGE103
104 Cyprus CY 7EGE104
105 Czech Republic CZ 7EGE105
106 Germany DE 7EGE106
107 Denmark DK 7EGE107
108 Estonia EE 7EGE108
109 Spain ES 7EGE109
110 Finland FI 7EGE110
111 France FR 7EGE111
112 Greece GR 7EGE112
113 Hungary HU 7EGE113
114 Ireland IE 7EGE114
115 Iceland IS 7EGE115
116 Italy IT 7EGE116
117 Lithuania LT 7EGE117
118 Latvia LV 7EGE118
119 Malta MT 7EGE119
120 Netherlands NL 7EGE120
121 Norway NO 7EGE121
122 Poland PL 7EGE122
123 Portugal PT 7EGE123
124 Romania RO 7EGE124
125 Sweden SE 7EGE125
126 Slovenia SI 7EGE126
127 Slovakia SK 7EGE127
128 Turkey TR 7EGE128
129 United Kingdom UK 7EGE129
32

• 23rd April 2005
• Meeting of Tuning Coordinator with TNs
  representatives, Budapest
• Tuning and the Thematic Networks the way ahead
• An extension of the deadline of the on-line
  consultation until 15th July 2005 is obtained

33
(No Transcript)
34
(No Transcript)
35
(No Transcript)
36
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?
37
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
38
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

39
SPECIFIC COMPETENCES
40
Sample distribution Specific Competences
41
Shorter labels are used for each item
42
EUCEET Specific Competences 1st CYCLE
95 Confidence intervals, ordered competences
43
EUCEET Specific Competences 2nd CYCLE
95 Confidence intervals, ordered competences
44
EUCEET Specific Competences 1st 2nd CYCLE
Competences by order in questionnaire
45
EUCEET Specific Competences 1st 2nd CYCLE
Competences ordered according to 1st cycle
46
EUCEET Specific Competences 1st 2nd CYCLE
Competences ordered according to 2nd cycle
47
EUCEET Specific Competences 1st 2nd CYCLE
Competences ordered according to differences
between cycles
48
ITEMS where countries showed some significant
heterogeneity
(meaning that at least one of the countries
showed a significant difference from the overall
mean, alt1))
49
GENERIC COMPETENCES
50
Sample distribution Generic Competences
51
Shorter labels are used for each item
52
EUCEET Generic Competences RANKING, Academics
Decreasing ranking
53
(No Transcript)
54
(No Transcript)
55
(No Transcript)
56
 
57
ITEMS where countries showed some significant
heterogeneity
58
EUCEET-ECCE-Tuning A final task writing the
Summary of Tuning subject area findings
59
Template for summary of Tuning subject area
findingsName 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)

60

• 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

61

• 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