The use of Profiles and Meta Profiles in degree programmes Brussels, 21 November 2012 Julia González, University of Deusto Outline of the presentation Historical landmarks : the start Further widening and deepening Present work Future developments Outline of the presentation Historical landmarks: the start Further widening and deepening Present innovations Future developments Historical landmarks: the start In the year 2000 a group of over one hundred European academics felt the need to address a challenge and decided to work together to create an approch to degree development: design and delivery Historical landmarks: the start In the year 2000 a group of over one hundred European academics felt the need to address a challenge and decided to work together to create an approch to degree development: design and delivery Historical landmarks: the start In the year 2000 a group of over one hundred European academics felt the need to address a challenge and decided to work together to create an approch to degree development: design and delivery a group of over one hundred European academics • They ….belong to a region, soon to be joint by other groups ready to work with the same spirit • came from excellent universities from every country of the European Union • were selected by their universities and departments • were hands-on people, with passion for HE, prepared to give time, share knowlegde and difficulties, with commitment to the task … and decided to work together • always collaborative action, joint learning and joint ownership • always based on common vission, capacity for peer leastening • always based on debate, debate respect and valuing of diversity while searching for commonalities • always based on developing consensus beyond borders, of getting to the essential Historical landmarks: the start In the year 2000 a group of over one hundred European academics felt the need to address a challenge and decided to work together to create an approch to Degree development: design and delivery Definir A coherent system of building degrees was jointly developed … to create and aproch to degree development: design and delivery • through intense listening and understanding, the different pieces came togher • they associated to create, to think anew , to buildbuild propositive thinking and action • developing common language, understood and shared by those involved in outcomes / processes in HE • aware that design and delivery were two critical sides of the same coin Historical landmarks: the start In the year 2000 a group of over one hundred European academics felt the need to address a challenge and decided to work together to create an approch to Degree development: design and delivery … felt the need to address a challenge: THE CHALLENGE OF RECOGNITION If students were to move, experience and create identity If professionals were to move freely to work If diversity was critical for Europe: common and diverse Comparable and transparent degrees Need to agree in points of reference-reference common understanding … felt the need to address a challenge: THE CHALLENGE OF RELEVANCE Consultation with society a permanent feature Employability a constant concern Social responsibility and commitment Answer to social needs Inclusion of different socio-economic groups … felt the need to address a challenge: THE CHALLENGE OF QUALITY Seen as an opportunity for quality The debate on quality The meanings of quality: excellence, fit for purpose.. shared meanings Programme quality Transparency and consistency Outline of the presentation Historical landmarks : the start Further widening and deepening Present work Future developments Further widening and deepening As joint work continued different regions contributed to the Tuning approach: Australia strengthen the initial development in evaluation, USA reflected on evidence based impact, Latin America, Russia, Africa worked on profiles towards further simplification and structuring….credits and future thinking. Outline of the presentation Historical landmarks : the start Further widening and deepening Present work Future developments Three clusters • profile • programme • learners process Profiling • designing horizonts • listening to emerging realities • engaging in future thinking IA C SO L EE N S D R M EF ET ER A E PR N O CE FI P LE O IN TS A Meta – profile is a group´s representation of the structure and combination of competences which gives identity to a thematic area The meta-profiles are referential elements and they are always mental constructions, destined to reflect and analyse possible classifications behind the reference points Transversales (Ser) Geology LA 2 – 13 – 10 Competencias Específicas Competencias Genéricas 17 9 26 V03 V05 V06-V07 V16 V17 V09–V13–V11–V18 V02 V04-V01-V08-V12-V10 V14 Básicas (Saber) V15 Aplicadas (Hacer) COMPETENCIAS GENÉRICAS Factor 1: Proceso de Aprendizaje [SABER] 1. Capacidad de abstracción, análisis y síntesis 2. Capacidad de aprender y actualizarse 3. Capacidad crítica y autocrítica 4. Habilidades para buscar, procesar y analizar información 5. Capacidad de comunicación oral y escrita Factor 2: Valores Sociales [SABER SER] 6. Compromiso con su medio socio-cultural 7. Valoración y respeto por la diversidad y multiculturalidad 8. Responsabilidad social y compromiso ciudadano 9. Compromiso con la preservación del medio ambiente 10. Compromiso ético Factor 3: Contexto tecnológico e internacional [SABER HACER] 11. Capacidad de comunicación en un segundo idioma 12. Habilidad para trabajar en contextos internacionales 13. Habilidades en el uso de las tecnologías de la información Factor 4: Habilidades interpersonales [SABER SER Y SABER HACER] 14. Capacidad para tomar decisiones 15. Habilidades interpersonales 16. Capacidad de motivar y conducir hacia metas comunes 17. Capacidad de trabajo en equipo 18. Capacidad para organizar y planificar el tiempo 19. Capacidad para actuar en nuevas situaciones DE 27 SE REDUJO A 19 Matriz de competencias genéricas vs competencias específicas CG/CE 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 FACTOR 1: FACTOR 2: FACTOR 3: FACTOR 4: 1 2 3 4 5 6 7 8 9 10 11 12 13 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X 14 15 16 X X X X X X X X X PROCESO APRENDIZAJE VALORES SOCIALES CONTEXTO TECNOLÓGICO E INTERNACIONAL HABILIDADES INTERPERSONALES X X X X X Mapa de metaperfil con una coincidencia mayor al 50% Contexto tecnológico e internacional 11G 12G Proceso de aprendizaje 13G 1G 2G 3G 4G 5G 1E 3E 5E 9E 10E 11E 2E 6E 8E 16E 14E 7E 13E 6G 7G 8G 9G 10G 15E 4E 12E 14G 15G 16G 17G 18G 19G Habilidades interpersonales Valores sociales FU TU R E TR EN D S TY S I S H R T E G IV N EN U TR S TS IN R M EF ET ER A E PR N O CE FI P LE O FU TU R E TR EN D S REAL PROFILE IA C SO L EE N S D TY S I S H R T E G IV N EN U TR S Cognitive Competences Professional Competences Interpersonal Competences Civic Competences Methodological Competences Practical Competences Cognitive Competences Professional Competences Interpersonal Competences Civic Competences Methodological Competences Practical Competences Cognitive Competences Professional Competences Interpersonal Competences Civic Competences Methodological Competences Practical Competences Cognitive Competences Professional Competences Interpersonal Competences Civic Competences Methodological Competences Practical Competences Cognitive Competences Professional Competences Interpersonal Competences Civic Competences Methodological Competences Practical Competences Cognitive Competences Professional Competences Interpersonal Competences Civic Competences Methodological Competences Practical Competences Programme Design Level Length and weight Theory/practice Planned Experiences Teaching and learning Assessment Programme evaluation Programme quality The learners paths • Learner centered • Where is s/he?- the starting point • Style of learning- Learning process • Assessment • • • • Horizont Motivation Strengths Difficulties … Deepening THE CHALLENGE OF RECOGNITION in relation to profiles Reference points enriched and discussed in regions Further understanding between regions - also metaprofiles Understanding of differences and commonalities … Deepening THE CHALLENGE OF RECOGNITION in relation to programme Significant work done in the credit in Latin America and Russia Programme design comparative elements in relation to learners paths Deepening in tools … Deepening THE CHALLENGE OF RELEVANCE Further systems of consultation Analysis of future trends in society Social impact analysis Analysis of models of relation to enterprise Social groups engagement … Deepening THE CHALLENGE OF QUALITY Quality as excepcional, perfection,… transformation Quality in profiles : new profiles for new societies Quality in the programmeprogramme the translation into the curriculum and consistency in the delivery Quality in an learner-centered system: capacity for transformation and empowerment Outline of the presentation Historical landmarks : the start Further widening and deepening Present work Future developments Future developments • Widening a number of countries who want to participate • The return to EU with an enriched instrument • Marie Curie: impact evaluation and young researchers • The Tuning Journal for Higher Education • Future Trends • The Tuning family of teachers and learners and teachers as learners Thank you for being with us and for sharing your interest and commitment to Higher Education