““What will bring the Future for What will bring the Future for Universities in the European Higher Universities in the European Higher

Education Area ?”Education Area ?”  

Robert WagenaarRobert Wagenaar

Conference on Innovative Curricula

Design „Higher Education in 2020“ University of Tartu, 10 April

2014

“The Future for Universities in the EHEA?”

Content presentation

1. Global challenges

2. Searching for a new paradigm

3. The role of competences frameworks

4. Assessment of learning: measuring performance

5. Conclusions

Globalization Information and Communication Technology Competitive Internationalized Higher Education

market

• Academic staff / Researchers

• Bachelor, Master and PhD students

• Language of instruction

• MOOCs Opportunities on the labor market

• Role of economic crises

1. Global challenges

Finding responses to the challenges (1):

Higher Education structures and programmes and qualifications should be reformed at a large scale to be able to respond to the needs of society;

Academics should be given a key role in this process; The reform process should require the development of

international shared reference points / standards at disciplinary / subject area level;

A language for communication should be developed which would be understood by all major stakeholders, that is academics, students, graduates, (potential) employers of graduates as well as professional organisations;

2. Searching for a new paradigm

Finding responses to the challenges (2):

All stakeholders, including (potential) employers and professional organisations, but in particular graduates should be (indirectly) involved in the process of curriculum design and enhancement;

The focus should be on diversification of degree programmes by profiling and stimulating flexibility;

The reform should facilitate national and international mobility and the recognition of periods of study, including qualifications for obtaining access to the next level of programmes

Searching for a new paradigm

Student centred learning:

An approach or system that supports the design of learning programmes which focus on learners’ achievements, accommodate different learners’ priorities and are consistent with reasonable students’ workload (i.e workload that is feasible within the duration of the learning programme). It’s accommodates for learners’ greater involvement in the choice of content, mode, pace and place of learning.

Searching for a new paradigm

Reforming Higher Education PARADIGM SHIFT REQUIRED

From Staff Centred to Student Centred Learning !

Focus on key (general) competences / skills:

Analyzing and Synthesizing

Applying knowledge in practice

LeadershipWorking in a team

Problem solvingLearning abilities

Creativity

Communication skills

Entrepreneurial spirit

Tuning Consultations

Relevance of degree programmes

According to more than 2.500 Human Resource recruiters and 2.200 International chief executives consulted in the framework of the NT Times /Herald Tribune University Ranking for Employability of Graduates’, ‘What the job market wants’:

Focus should be on general/generic competences and skills in close conjunction with academic field.

University Ranking for Employability of

Graduates

Around 60 European Universities among ranked 150 of selected countries

Newly shared language: “Competences” and “Learning outcomes”

Tuning definition of competences •Competences represent a dynamic combination of cognitive and metacognitive skills, knowledge and understanding / insight, interpersonal, intellectual and practical skills and ethical values. •Fostering competences is the object of an educational programmes. •Competences are formed in various course units and assessed at different stages.[competences are obtained by the student]

Searching for a new paradigm

Academic area vs. professional area and competences

Academic field

Employment profile

Competence Circle

Academic field

Academic field

TUNING Philosophy

What is a Learning Outcome according to Tuning?

Level of competence is expressed in terms of Learning outcomes (required or expected achievement):

• Statements of what a learner is expected to know, understand and be able to demonstrate after completion of learning.

• They can refer to a single course unit or module or else to a period of studies, for example, a first, a second or third cycle programme.

• Learning outcomes specify the requirements for award of credit.

[learning outcomes are formulated by academic staff]

Searching for a new paradigm

131

3. Role of competences frameworks

Complementary instruments:•Meta-Qualifications Frameworks (EQF / QF for EHEA)•National Qualifications Frameworks •TUNING Sectoral Qualifications Frameworks: Social Sciences, Humanities, Creative and Performing Arts•TUNING subject area meta-profiles or reference points for large range of disciplines•Diploma Supplement (as an instrument to publish content and outcomes of degree programmes)

Under construction:•TUNING Sectoral Qualifications Frameworks for other domains/sectors

International environment

Internationally established (subject specific) Tuning reference points

NQF NQF

European QFs

QFs of other world

regionsSectorial QF Sectorial QF

Word wide perspective: Tuning and Qualifications Frameworks

OECD-AHELO

pilot

Overarching competences frameworks

Overarching competences frameworks

European Qualifications Framework for Lifelong Learning: Level 7 (Master)

Knowledge - Highly specialised knowledge, some of which is at the forefront of knowledge in a field of work or study, as the basis for original thinking and/or research- critical awareness of knowledge issues in a field and at the inter-face between different fields

Skills - Specialised problem-solving skills required in research and/or innovation in order to develop new knowledge and procedures and to integrate knowledge from different fields

(Wider) Competences

- Manage and transform work or study contexts that are complex, unpredictable and require new strategic approaches- Take responsibility for contributing to professional knowledge and practice and/or for reviewing the strategic performance of teams

Bridging frameworks

THE COMPETENCES FRAMEWORK PYRAMIDE

EQF

Creative and Performing Disciplines

Sectoral frameworks

Sectoral frameworks

Structuring Competences and Learning Outcomes by using DimensionsExamples of general categories / dimensions:

Qualifications Framework for the EHEA Lumina USA Degree ProfileAcquiring knowledge and understanding

Broad, Integrative Knowledge

Applying knowledge and understanding

Specialised Knowledge

Making informed judgments and choices

Intellectual Skills

Communicating knowledge and understanding

Applied Learning

Capacities to continue learning 

Civic Learning

Contributing to original research (doctorate only) 

 

Sectoral frameworks

HumanitiesDimensions

Creative and Performing DisciplinesDimensions

EngineeringDimensions

   

The Human Being Making, Performing, Designing, Conceptualising

     

Cultures and Societies

Re-thinking, Considering and interpreting the Human

Basic and Engineering Sciences

   

Texts and Contexts

Experimenting, innovating & Researching

     

Theories and Concepts

Theories, Histories and Cultures Engineering Analysis

   

Interdisciplinarity Technical, environmental and Contextual issues

Engineering Design

   

Communication Communication, Collaboration & Interdisciplinarity

Generic Skills    

Initiative and Creativity

Initiative & Enterprise Engineering Practice

   

Professional Development

Professional Development Professional Development

   

Examples of sectoral / subject area dimensions

Subject Area frameworks

Profiles can be based on two types of dimensions: the Learning Process and the Subject Area. Examples:

Learning ProcessLegend: Bachelor, Master, Doctorate

Tuning Subject Area Framework publications …

Other subject area brochures: Business Administration, Educational Sciences, Gender Studies, History, Mathematics, Nursing, etc.

Recent publications: Art History, Linguistics, Literature and Culture, Theology and Recent publications: Art History, Linguistics, Literature and Culture, Theology and Religious Studies.Religious Studies.

Also published: Tuning AHELO conceptual frameworks for Economics and Engineering (first cycle)

Degree profiles

Degree programme profiles:Own featuresIn accordance with Overarching / Meta-frameworkBased on Sectoral Qualifications Framework (if available)Based on Meta-profile / Reference points subject area / discipline

From the Tuning glossary

Degree profile

“A description of the character of a degree

programme or qualification. This description gives

the main features of the programme which are based

on the specific aims specific aims of the programme, how it fits

into the academic map of disciplines or thematic

studies and how it relates to the professional world”.

Role of the Degree Profiles

Degree profile (professional and/or academic)

Key elements:A. PurposeB. CharacteristicsC. Employability & further educationD. Education styleE. Programme competencesF. List of program learning outcomes

As part of the Competence and Recognition Project (CoRe) a TemplateTemplate as been developed which also contains guidelines for formulating Programme Competences and good Programme Learning Outcomes.

Outline of Tuning Guide to Formulating Degree Programme

LOs

gathers the essence of what is - “should be” - the degree holder.

detects the occupations and tasks which can be carried out by the graduate.

focuses on the environment in which the gaduate is able to function successfully.

defines the main expected learning outcomes in terms of competences –generic and specific.

IDENTITY

FUNCTIONS

CONTEXTS

EDUCATION

Key elements academic-professional profile

Degree profiles

xx credits

xx credits

FIRST CYCLE PROGRAMME

COURSE UNIT

xx credits

Consequences for degree programme design and enhancement:

Degree programme based on the Tuning methodology:

• Programme based on profile, sets of competences to be obtained, desired learning outcomes to be achieved, student workload based credits to be awarded

• Programme design is team work, based on consultation, discussion, cooperation

• Learning outcomes / competences to be developed are basis for credit allocation

• Teaching, learning and assessment approaches respect credit allocation: feasibility key factor

Top-down

Degree Programme design

More about Profiles

4. Assessment of learning: measuring performance

Comparing levels of achievement of learning:Locally: in and between classes in same institutionNationally: between institutions / external reviewsRegionally: Limited number of countries, e.g. EU, East-Asia, Latin America, North AmericaGlobally, e.g. AHELO

Outcome: Reliable way to compare effectiveness of learning strategies and approaches in relations to level of outcomes (taking into account mission and profile of one own’s degree programme)

OECD-AHELO

MEASURING ACHIEVEMENT OF COMPETENCES

METHODOLOGY: Definition of the competence. Indication of the levels of achievement (mastery)for that

competence (General Learning Outcome). For each level of achievement, determination of

indicators (progression route) (Subdivided Learning Outcome).

For each indicator, in a matrix, statement of the level attained from 1 to 5 phrased as descriptors or assessment criteria.

An example of a generic competence : Critical Thinking

Measuring performance

Levels of Achievement :CRITICAL THINKING

FIRST LEVEL OF ACHIEVEMENT: Asking oneself questions about surrounding life and actively participating in discussions on it, analysing the judgements made and reflecting on the consequences of one’s own and others’ decisions

SECOND LEVEL OF ACHIEVEMENT: Analysing the logic of own and others’ judgements, weighing their personal and social implications

THIRD LEVEL OF ACHIEVEMENT: Arguing the pertinence of judgements made and analysing the consistency of own behaviour, based on underlying principles and values 

Measuring performance

Measuring performance

Same approach can be applied for subject area / disciplinary competences:Define subject area competenceIndicated levels of mastery (achievement) for succeeding course units (Define progression route or pathway) (General Learning Outcome)Determine the indicators for achievement of (each) level defined (Subdivided Learning Outcome)Define descriptors / assessment criteria

Outcome: framework to measure disciplinary based competences / Learning Outcomes

An example of a subject specific competence in the field of Architecture: Conceptualising, Designing, Materialising

Measuring performance

ARCHITECTURE

EQF Categories: Knowledge Skills (Wider) Competences

Architectural Creation & Architectural Creativity

Level/ Dimension Graduates of Architecture are expected at level ….

6 / Conceptualising,Designing, MaterialisingArchitecture

To have advanced knowledge of the processes, concepts and cultural values guiding architectural creation 

To have the advanced skills to formulate critically , elaborate creatively and translate innovatively into spatial forms their own architectural concepts

To be able to draw upon the knowledge and skills gained within their architectural studies so as to act and respond critically and creatively in different situations

7 / Conceptualising,Designing, MaterialisingArchitecture

To have highly advanced knowledge of the processes, concepts and cultural values guiding architectural creation, some of which will be at the forefront of their field 

To have developed to a high professional level their ability as architects to formulate critically , elaborate creatively and translate innovatively into spatial forms their own architectural concepts

To emerge as well-developed personalities, able to draw upon the knowledge and skills gained within their architectural studies so as to act and respond critically and creatively in situations that are complex, unpredictable and require new strategic approaches

8 / Conceptualising,Designing, MaterialisingArchitecture

Knowing in depth all the relevant methods and techniques of inquiry related to a particular field of study of architecture 

Integrating previous experience so as to demonstrate original creative insights in the domain of architecture  Functioning with complete creative autonomy

Comprehending the transferability of their research capabilities to other fields Displaying professional, creative and scholarly integrity 

5. Conclusions: ‘What will bring the Future for

Universities in the EHEA’

More intensive international competition regarding HE institutions, degree programmes and academics and students.

More national and international cooperation of consortia of higher education institutions: joint programmes and degrees by pooling resources.

Change of paradigm: student-centred learning based on competences / learning outcomes and active learning.

Focus on learning communities: group based active learning as an alternative to and besides MOOCs / online learning (social versus individual learning)

5. Conclusions: ‘What will bring the Future for

Universities in the EHEA’

Degree programmes based on meta competences frameworks, (Tuning) sectoral frameworks and (Tuning) subject area based frameworks (meta-profiles).

Face-lifted degree programmes based on unique profiles and flexible learning path ways.

Measurement frameworks (descriptors/indictors) and international tests for comparising the outcomes of (the level and effectiveness) learning: PISA for HE

More focus on the role of higher education as instrument for economic development and employability.

Ranking lists based on the educational performance and chances for appropriate employment.

Thank you for your attention !

http://www.unideusto.org/tuningeu/