implications of the bologna process for msche jean morse, president msche commission meeting march...
TRANSCRIPT
IMPLICATIONS OF THE “BOLOGNA PROCESS” FOR
MSCHE
Jean Morse, President
MSCHE Commission meeting
March 5, 2009
OUTLINE AND ISSUES1. OVERVIEW OF “BOLOGNA,” I.E. VARIOUS
EUROPEAN PROCESSES BEING CREATED TO IMPROVE COMPARABILITY OF DEGREES AND TO EASE TRANSFER OF CREDIT
2. DESCRIPTION OF QUALIFICATION FRAMEWORKS
3. DISCUSSION OF WHETHER FOUNDATION – QUALIFICATIONS FRAMEWORK (I.E. DEFINITION OF DEGREES) SHOULD BE UNDERTAKEN IN THE U.S.
ELEMENTS of “BOLOGNA”
DEGREE DEFINITION DEGREE CYCLES CREDIT TRANSFER (ECTS) DIPLOMA SUPPLEMENT QUALITY ASSURANCE GUIDELINES QUALIFICATION FRAMEWORKS TUNING PROGRAM GOALS
QUALITY ASSURANCE
EUROPEAN STANDARDS AND GUIDELINES FOR: http://www.enqa.eu/files/ESG_3edition%20(2).pdf
INTERNAL QA:HIGHER EDUCATION INSTITUTIONS
EXTERNAL QA OF HIGHER EDUCATION EXTERNAL QA AGENCIES
EUROPEAN AGENCIES ARE REVIEWED AGAINST THESE STANDARDS TO JOIN THE EUROPEAN “REGISTER” OF QA AGENCIES
DEGREE CYCLES:“3+2+3”
BACHELOR’S (180 – 240 ECTS) MASTER’S (90 – 120 ECTS) Ph.D. (approximately 180 – 240 credits) Nations moving from 5 year degrees to
3+2 have deep concerns as to use of the First Cycle degree
US: significant % not accepting 3 Year UG degree for graduate study
ECTS
European Credit Transfer and Accumulation System
BASED ON STUDENT WORKLOAD, AND SOMETIMES, ON WEIGHTING OF CHALLENGE vs. US SYSTEM OF CREDITS BASED ON FACULTY CONTACT HOURS
DIPLOMA SUPPLEMENT CREDENTIAL, ITS LEVEL, ENTRY
REQUIREMENTS, OFFICIAL DURATION
DEGREE REQUIREMENTS, MODES OF STUDY, ENROLLMENT INTENSITY, AND COMPRESSED SIGNALS OF STUDENT PERFORMANCE
PURPOSE OF THE CREDENTIAL TRANSCRIPT AND DESCRIPTION OF
NATIONAL SYSTEM ARE APPENDED
“TUNING” DISCIPLINARY FRAMEWORKS
INTENDED TO CREATE “REFERENCE POINTS” SO THAT THERE IS “CONVERGENCE” ACROSS COUNTRIES
TO BE CREATED BY FACULTY PROJECTS ARE UNDERWAY IN
SPECIFIC DISCIPLINES
TUNING, CONT’D
DISCIPLINES TO ARTICULATE OUTLINES AND BENCHMARKS FOR: SPECIFIC KNOWLEDGE GENERIC SKILLS AND COMPETENCIES
INTERPERSONAL INSTRUMENTAL SYSTEMIC
LEVELS OF MASTERY WITHIN SUBJECT
TUNING LEVELS
SUBJECT DEPENDENT OUTCOMES FOR GENERAL LEARNING
GENERAL COMPETENCY ACROSS DISCIPLINES (TRANSFERABLE SKILLS)
LEVEL DESCRIPTORS FOR INDIVIDUAL COURSES
THRESHHOLD VS. DESIRED OUTCOMES RELATIVE VS. ABSOLUTE VALUE OF CREDITS REGULAR VS. EXTRA-CHALLENGING
THE SYSTEM IN PRACTICE: COMMUNICATION SKILLS
NATIONAL QUALIFICATIONS NATIONAL QUALIFICATIONS FRAMEWORK AND PROGRAM GOALSFRAMEWORK AND PROGRAM GOALS
QualificationsFramework – Dublin General Qualifications
Tuning subject dependentGeneral Learning Outcomes(reference points)
Tuning General, CompetencyAcross Disciplines (Transferable skills)T59
Benchmarking(alternative to Tuning) Generic Skills in History(UK)
Benchmarking (alternative to Tuning) Learning Outcomes
CommunicateInformation, ideas, problems, and solutions to specialized and non-specialized audiences (18)
BA – Communicate the basic knowledge of the field in coherent ways and in appropriate media (oral, written, graphic, etc.) p. 35
Level 1 – instrumental, interpersonal, and systemic (p. 37) Interpersonal includes ability to communicate with experts in other fields T 23
CommunicationCompetence: structure, coherence, clarity and fluency both orally and in writing (p. 44)
Clarity, fluency, and coherence in written expression and oral expression (H8)
*Progression: AA: can communicate about their understanding, skills and activities with peers, supervisors, and clients; MA = can communicate their conclusions and the knowledge and rational underpinning these, to specialist and non-specialist audiences clearly and unambiguously
IN PRACTICE: COMMUNICATION SKILLS - COURSES AND TRANSCRIPTS
Level DescriptorsFor individualcourses
Tuning Differentiates
UK examples of knowledge and application
Diploma Supplement proposal for U.S. – excerpts on learning
Basic – introduction p. 58
Threshold vs. desired outcomes
Apply knowledge to demonstrate comprehension of theory p.61
Qualification framework, if any
Intermediate (deepen Basic knowledge)
Relative vs .Absolute Value of credits T 53
Develop a distinctive approach to acquisition of knowledge
Program requirements in major as objectives, Tuning type disciplinary requirements, credit distributions, etc.
Advanced – strengthening expertise
Regular vs. extra-challenging Programs T54
Generate ideas formulating responses to well defined and abstract problems
Markers of student achievement beyond course content – research, etc.
Specialized – subfields that open up at an advanced level
Reviewing, consolidating, and extending knowledge
THE SYSTEM IN PRACTICE: SUMMARY OF COMMUNICATION SKILLS
FRAMEWORK: COMMUNICATE INFORMATION, IDEAS,PROBLEMS, SOLUTIONS TO DIFFERENT AUDIENCES
SUBJECT: COMMUNICATE BASIC KNOWLEDGE IN COHERENT WAYS IN DIFFERENT MEDIA
GENERAL: ABILITY TO COMMUNICATE WITH EXPERTS
LEVEL: INTRO, DEEPEN, EXPERTISE
ALSO: THRESHOLD, RELATIVE VALUE, EXTRA-CHALLENGING
DIPLOMA: MARKERS OF STUDENT ACHIEVEMENT
QUALIFICATION FRAMEWORKS
WHAT DOES EACH LEVEL OF DEGREE WE AWARD MEAN?
WHAT DOES IT REPRESENT IN TERMS OF STUDENT LEARNING?
HOW DOES IT DIFFER FROM LEVELS ABOVE AND BELOW IT?
TOP 3 DEGREE LEVELS LEVEL 6: Demonstrate mastery and
innovation to solve complex and unpredictable problems in specialized field
LEVEL 7: Specialized problem-solving skills required in research and innovation to develop and integrate new knowledge
LEVEL 8: Most Advanced, including synthesis and evaluation, to solve critical problems in research/innovation and extend knowledge
LEARNING OUTCOMES 1. KNOWLEDGE AND UNDERSTANDING:
breadth and kind 2. APPLICATION OF KNOWLEDGE
/UNDERSTANDING: range, selectivity 3. FLUENCY IN USE OF INCREASINGLY
COMPLEX DATA AND INFORMATION BREADTH AND DEPTH OF TOPICS
COMMUNICATED; RANGE OF AUDIENCES FOR COMMUNICATION
DEGREE OF AUTONOMY GAINED FOR SUBSEQUENT LEARNING
IRISH FRAMEWORK COMPENDIUM, TAB 9, BLUE SHEET,
DISPLAYS GRID OF: KNOWLEDGE (BREADTH AND KIND) KNOW-HOW AND SKILL (RANGE,
SELECTIVITY) COMPETENCE (CONTEXT, ROLE
LEARNING TO LEARN, AND INSIGHT)
WITH LEVEL INDICATORS FOR EACH LEVEL
CANADIAN FRAMEWORK
COMPENDIUM, TAB 9, YELLOW PAGES
DEGREE DESCRIPTION FOR: PREPARATION FOR EMPLOYMENT LENGTH OF PROGRAM ADMISSION REQUIREMENTS
CANADA, CONT’D
DEGREE-LEVEL STANDARDS FOR: DEPTH AND BREADTH OF KNOWLEDGE KNOWLEDGE OF METHODOLOGIES AND
RESEARCH APPLICATION OF KNOWLEDGE COMMUNICATION SKILLS AWARENESS OF LIMITS OF
KNOWLEDGE PROFESSIONAL CAPACITY/AUTONOMY
APPLICATION TO U.S DO WE ALREADY HAVE A FORMAL
SYSTEM THAT IS MORE FLEXIBLE? ACCREDITORS:
REQUIRE LEARNING GOALS USE PEERS TO ADDRESS LEVEL OF
GOALS REQUIRE GENERAL EDUCATION
STATES SET PROGRAM LENGTH AND MONITOR OTHER AREAS
TRADITION REGARDING MAJORS JOHN NICHOLS - AACU
ISSUES
WHETHER OR NOT NEEDED, SHOULD THE U.S. HAVE A QUALIFICATIONS FRAMEWORK FOR PURPOSES OF TRANSFER WITH OTHER COUNTRIES?
WHO WOULD CREATE AND ENFORCE IT?
DISCIPLINARYASSOCIATIONS COULD ACCREDITORS MOTIVATE
NATIONAL DISCIPLINARY ASSOCIATIONS TO DEFINE LEARNING GOALS AND MEASURES BY STATING THAT INSTITUTIONS USING THOSE WOULD BE DEEMED TO COMPLY WITH STUDENT LEARNING REQUIREMENTS?
INSTITUTIONS COULD ELECT WHETHER OR NOT TO USE THEM
DISCIPLINARY ASSOCIATIONS HAVE EXPERTISE
FACULTY BUY-IN “ASSESSMENT IN POLITICAL
SCIENCE” (APSA 2009) “ASSESSMENT IN HISTORY:
(AMERICAN HISTORICAL ASSOCIATION)
AMERICAN PSYCHOLOGICAL ASSOCIATION –10 GOALS WWW.APA.ORG/ED/CRITIQUE_GOALS.HTML
COMMUNICATION INFORMATION AND IT SOCIOCULTURAL AWARENESS PERSONAL DEVELOPMENT CAREER PLANNING KNOWLEDGE BASE RESEARCH METHODS CRITICAL THINKING APPLICATION VALUES
NEXT STEPS
THERE MAY BE FOUNDATION GRANT MONEY AVAILABLE. REGIONAL ACCREDITORS HAVE DISCUSSED PARTICIPATING IN A PROJECT WITH A NATIONAL ORGANIZATION INVOLVED.
WHAT, IF ANYTHING, SHOULD MSCHE DO?