teaching psychology in switzerland after the bologna reform jean retschitzki, carine b é trisey...
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Teaching psychology in Switzerland
after the Bologna reform
Jean Retschitzki, Carine Bétrisey & Mónica Maccabez-Arriola
University of Fribourg (Switzerland)
Third International Conference on Teaching of Psychology
July 12-16, 2008,
St. Petersburg, Russia
Overview
• Switzerland
• Swiss Universities
• The Bologna reform
• Main characteristics of the curriculum
• First tendencies in Fribourg
• Survey
Switzerland: a special country
• Confederation– Federal level
• Diplomacy, army, …
– Radical federalism• 26 ministers of education
– Universities are not national but cantonal
• 4 national languages– German, French, Italian, Romansh
FrenchItalian
German Romansh
Swiss universities
Psychology is taught in all Swiss universities:
3 French speaking
Geneva, Lausanne, Neuchâtel
4 German speaking
Basel, Bern, Zurich, St Gallen
1 bilingual (German-French)
Fribourg
1 Italian speaking
Lugano
© 2008 OFS / BFS / UST
10%
11%
8%
12%
9%3%
21%
17%
9%
BaselBernFribourgGenevaLausanneNeuchatelZürichPolytechnical schoolsOthers
Number of students by university in Switzerland (all domains)
Integration of Psychology in Faculties in Swiss universities
Again big differencesPsychology has a Faculty by itself
Basel, Bern, Geneva (with education)
Included in the Faculty of philosophy Fribourg, Zurich
In the Faculty of Social and Political SciencesLausanne
In the Faculty of EconomicsNeuchâtel
Bologna reform in Psychology
The reform was introduced at different times and with different proceduresBasel was the first to adopt the new system in 2002
Fribourg was secondWe started in 2003, 5 years ago,
having the new system only for the new students
The first students just finished the Master last June
Geneva and Lausanne kept the former system until 2006They changed everything at once
These differences make it difficult to analyze the impact of the reform
Bologna reform in Psychology - 2
Before Bologna there were important differences with regards to the way the curriculum was organizedIn some universities (Geneva, Lausanne)
only Psychology
In others (Basel, Bern, Fribourg, Zurich) several domains: Major, Minor 1, Minor 2
We took the opportunity of Bologna to reduce these discrepancies
After Bologna, all psychological departments will have a similar system
Minimum duration of education
Even before the Bologna reform, there was an
agreement regarding the compulsory courses
But it was possible to be recognized as a
psychologist after 8 semesters
After Bologna, with the new system, 10
semesters is the new standard
Compatible with the European project
Common number of credits
A committee of the Directors of Swiss Departments of Psychology [KDIPS/CDIPS] has adopted the following standards:
300 ECTS credits in 5 years
– 180 ECTS in 3 years
Bachelor of Science in Psychology
– 120 ECTS in 2 years
Master of Science in Psychology
Contents of Bachelor studies
General introduction 3 - 9
Methods 27 - 33
Introduction to the main domains 30 - 57
Applications 6 - 27
Basic competences 6 - 15
Master studies
Two different aproaches:
1. Unique Master in Psychology with several domains
(e.g. major / minor)
Geneva, Lausanne
2. Content oriented
(clinical / general / work and organizational)
Fribourg
Different sizes of the Departments of Psychology
Number of Professors in Psychology:
Geneva 22
Zurich 20
Lausanne 15
Bern 13
Basel 8
Fribourg 8
Neuchatel 3
Paradox about the mobility
One of the arguments for introducing the
same system in all European Universities
was to favor mobility
It is now more difficult than before to spend
one or two semesters in a foreign university
What happened in Fribourg
I will now mainly present the situation in Fribourg
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First trends in Fribourg
Two years ago, the first students got the Bachelor
At the same time, Geneva, Lausanne and Neuchâtel started their Master program
Fribourg had introduced a selection fot the students who wanted to enter the Master in Clinical and Health Psychology
The result was clear:
Only 20 students or so were candidates for this specialised Master
The others disappeared
First trends - 2
We did not expect such a dramatic change
• Before Bologna, 80-100 new students began the 2nd cycle every
year
• After Bologna (these last two years),Only 20-25 new students entered the Master
program
A first conclusion
Students have changed their behaviorMany students do not continue immediately
after the Bachelor
• Some take a sabbatical
• Some try to do different kinds of training
• Some change the university
Our research project
Trying to apply to this problem the experimental approach that we recommend in our teaching
We decided to try to understand better what was happening with our students
Method
• 10 individual interviews with students in the 2nd or 3rd year of Bachelor– 30 to 45 minutes
• A questionnaire (based in part on the results of the interviews) :
37 students in 3rd year of Bachelor
Statistics of the changes among universities– More difficult because of the law (protection of
personal data)
Interviews / Main results
• Unexpectedly, students criticized the Bachelor program– Not enough choices
– Some repetitions
• They seem to choose very carefully the university for their Master program, taking into account several aspects– Personal professionnal project
– Variety of domains
– Orientation of clinical psychology
– ….
Questionnaire – Main results
1. Positive aspects - University of Fribourg
2. Negative aspects - University of Fribourg
3. Criteria for choosing Fribourg for Bachelor
4. Criteria for choosing the university for Master
5. Popularity of different domains
6. Information sources
Positive aspects - University of Fribourg
20
18
17
14
11
10
8
7
6
0 5 10 15 20 25 30 35
size of the university
offer of courses
conviviality, atmosphere
teaching staff
others
bilingualism
nearness, situation
organization, schedules
practice
Frequency of evocation of every subjectN = 111
Negative aspects – University of Fribourg
31
17
13
9
6
4
4
4
3
0 5 10 15 20 25 30 35
organization, administration,secretariat, information
offer of courses
buildings
multidisciplinarity
teaching staff
reform of Bologna, CTC
bilingualism, coordinationFrench/German
others
Master
Frequency of evocation of every subjectN = 91
Criteria of selection for choosing the University of Fribourg for the Bachelor
3.0
2.7
2.7
2.5
2.4
2.4
2.3
2.3
2.3
2.2
2.2
2.0
1.9
1.9
0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0
programs
nearness
practice
information
size
opening
variety
bilingualism
good name
city
friends
costs
independence
housing
Average importance of every criterion of choiceN = 35
Criteria of selection for choosing a university for the Master
3.8
3.8
3.6
3.5
3.5
3.2
3.0
3.0
2.8
2.7
2.5
2.4
2.2
2.2
2.1
1.8
1.8
1.7
1.7
1.5
0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0
specializations
programs
variety
variety Masters
perspectives of career
information
practice
opening
good name
academic mobility
mobility in Switzerland
city
nearness
mobility abroad
size
independence
housing
bilingualism
costs
incompatibility
Average importance of every criterion of choiceN = 35*
Which fields of psychology are the most chosen for the Master ?
25.9
24.1
9.3
7.4
5.6
5.6
5.6
5.6
3.7
3.7
3.7
0 5 10 15 20 25 30
child and adolescent
clinical
educational
work
counselling and career guidance
social
neuroscience
economy
experimental
health
law
choices of fields of psychology for the master (% of all the answers)N = 54
Where do the students find informations about Masters ?
34
19
17
16
5
0 5 10 15 20 25 30 35
Web sites
sessions of information
flyers
friends
others
Frequency of appearance of every source of informationN = 36*
Conclusions
• Obviously there is a need for changing something
– More choices in the Bachelor program– A more attractive Master program
• But it is not so simple– There are conflicting interests
• We need to deepen the study
• We should have a better communication
Thank you for
your attention
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