1. Management Committee Thematic Networks and Tuning: How to adapt and how to adopt the Tuning methodology? Tuning II (2003-2004 )

2. Management Committee 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

3. Management Committee TUNING PROJECT òBy and for universities òObjectives çimplement the B process çfinding ways to implement two cycles çidentify common reference points for discpline and university perspective çto develop professional profiles and comparable and compatible learning outcomes çto facilitate employability

4. Management Committee Degree structure òTwo maincycles òWorkload, level, learning outcomes, competences,

5. Management Committee TUNING METHODOLOGY òStaff oriented -> student oriented òLess specialised academic in the first òmore flexibility in first and second

6. Management Committee TUNING METHODOLOGY 2 òLine 1 Generic competences òLine 2 Subject specific competences (knowledge, understanding and skills) òLine 3 Implementation of ECTS òLine 4 Linking competences to teaching, learning and assessment in different countries òQuality enhancement

7. Management Committee Why focusing on competences? òFurther transparancy of professional profiles in study programmes and emphasis on learning outcomes òShift to a more learner oriented approach of education òGrowing demand for live long learning in society which requires more flexibility òNeed for higher levels of employability and citizenship òEnhancement of the European dimension of higher Education (shared)

8. Management Committee THE TUNING QUESTIONNAIRE òTarget groups: graduates, teachers, employers òClassification of competences: çInstrumental: language çInterpersonal: communication çSystemic: capacity to learn, research òCluster sampling (see web-site)

9. Management Committee Definition of competence òCompetences òLearning outcomes: what a learner is expected to know, understand and or be bale to demonstrat after completion òLearnin outcomes are formulated by the academic staff, competences may be developed to a greater degree than the level required by the learning outcome

10. Management Committee Designing degrees òIdentifying social needs òDeinfition of academd and professional profiles, tanslatoin in t learnin outcomes and generic and subjec specific competences òTranslaton into curricula òTranslation into modules and apporches toward teachinglearning an d assessment òProgramme quality assurance en nog wat

11. Management Committee Method of Tuning òstudent centred òdefintion of academic and professional profiles òdefinition of learing outcomes òtuning dynamic quality development circle

12. Management Committee I.Exchange of Information Aim: To collect information about Tuning by the TNP Task: To ask for information from the Tuning coordinating team (by letter or e-mail). Include: - Type of information requested: general presentation, emphasis on one aspect, possibility of initiating the project,etc. - Information about previous contacts with (a) Tuning representative(s). - Request for a Tuning counsellor.

13. Management Committee II.Cooperation as a Synergy Group Aim: Develop knowledge of Tuning Methodology with regard to some of the Tuning lines. Task 1: Contact the Tuning coordination team and express interest in one or more particular line(s) of development. Task 2: Decide on conditions of cooperation with Tuning and on the ? level of support expected from Tuning. Task 3: Implement the methodology in the selected line(s). (See Cooperation as a Core Area)

14. Management Committee III. Cooperation as a Core Area Aim: Apply the Tuning Methodology along all five lines for the specific subject area of the Thematic Network. Line 1 and 2: Generic and Subject Specific Competences Objective:Develop academic and professional profiles for a degree programme within the Thematic Network area. Identify the learning outcomes expressed in generic and subject specific competences.

15. Management Committee Generic and Subject Specific Competences Task 1: Obtain information on the findings and methodology of Tuning. Task 2: Produce a Map of Professions in Europe in relation to the area. Task 3: Choose a degree programme and debate how to find out the importance of generic competences for the degree chosen and select a number of competences from the Tuning list. Task 4: Reflect and debate on Levels particularly in relation to First and Second Cycle Task 5: Identify the most relevant generic competences for the subject area. Task 6: Identify the most relevant subject specific competences, taking into account the input from professional bodies and graduates (stakeholders).

16. Management Committee Generic and Subject Specific Competences Task 7: Make a questionnaire with the most relevant subject specific competences and distribute it among academic colleagues in Europe. Task 8: Send the set of completed questionnaires (minimum 250) to the coordination team for analysis. Task 9: Discuss the outcomes in the TNP and with stakeholders. Task 10: Write a final report; formulate the learning outcomes (European reference points) expressed in terms of competences by identifying the common, diverse and dynamic elements of the subject area. Distinguish the learning outcomes by level (first and second cycle).

17. Management Committee Line 3: Use of ECTS as an accumulation system Objective: To build up knowledge and experience on ECTS both as a transfer and accumulation system and to be able to use it in curricula design and delivery in the specific subject area. Task 1: Understanding of ECTS principles, tools and key features through awareness and group debate on ECTS key documents. Task 2: Raise awareness of the relation between ECTS and the concept of learning outcomes and competences for curriculum design and development by using Tuning documentation. Task 3: Identify methods for measuring workload in the subject area and compare these to the Tuning approach. Test examples of good practice. Task 4: Write a report about the findings regarding the implementation of ECTS as an accumulation system and the measuring of workload.

18. Management Committee Line 4: Approaches to Teaching, Learning and Assessment Objective: Obtain a deeper understanding of competence based - student-centred learning and the impact it has on approaches to teaching, learning and assessment. Task 1: Choose a number of generic and subject specific competences, relevant for the thematic area and debate how to implement them in curricula. Task 2: Collect ideas and examples of good practice of teaching, learning and assessment methods regarding the implementation of generic and subject specific competences in degree programmes. Task 3: Reflect on the outcomes of this exercise. Task 4: Write a report on approaches to Teaching, Learning and Assessment in relation to the subject area.

19. Management Committee Line 5 – Quality Enhancement Objective: Develop an understanding of the Tuning methodology as an internal system of quality assurance in relation to programme design and programme delivery. Task 1: Raise awareness on the Tuning approach in relation to Quality assurance in programme design and delivery. Task 2: Apply this approach to the subject area. Task 3: Write a report on the experiences.

20. Management Committee Publication and Dissemination - A report is envisaged at the end of the process for every Thematic Network which has completely followed the Tuning methodology. This publication will consist of the reports of the different lines. It will be a joint publication. (Tuning – X Thematic Network)

21. Management Committee More information: Tuning coordinating team Contact persons: i.van.der.meer@let.rug.nl pbeneito@relint.deusto.es Websites http://europa.eu.int/comm/education/socrates/ TuningProject http://www.relint.deusto.es/TuningProject/index.htm http://www.let.rug.nl/TuningProject/index.htm