TUNING Russia: Development of master programmes in engineering education using the Tuning approach Iacint Manoliu , ENAEE, TUNING expert and advisor Elena Silina , Moscow State University of Railway Engineering, tbc Ovcharov Sergey, North Caucasus Federal University (NCFU) Irina Karapetyants , Moscow State University of Railway Engineering Final Conference of ECDEAST at BMSTU Moscow, 4 th – 5 th June, 2013
What is Tuning?
The TUNING project is a project by and for universities It is the Universities’ response to the challenge of the Bologna Declaration TUNING MOTTO: Tuning of educational structures and programmes on the basis of diversity and autonomy
Tuning Phase I 2001- 2002 Closing Conference Brussels, 31 May 2002 Tuning Phase II 2003 – 2004 Closing Conference Brussels, 21 May 2004 Tuning Phase III 2005 – 2006 Launching Conference Budapest, 22 - 23 April 2005
The Tuning Methodology • Line 1: Generic competences Consultation with graduates, employers and academics on the importance of 30 generic competences and an evaluation of how well HE institutions develop them • Line 2: Subject specific competences (knowledge, understanding and skills) Mapping of subject areas and development of common reference points and subject specific competences of each of the pilot disciplines • Line 3: ECTS as a European credit accumulation system: new perspectives Development of ECTS as a tool for programme design: basis is student workload measured in time • Line 4: Mapping of approaches to teaching / learning and assessment in different countries • Line 5: Quality enhancement
THE TUNING QUESTIONNAIRE FOCUS ON GENERIC COMPETENCES (GENERAL ACADEMIC SKILLS) TARGET GROUPS: • GRADUATES • EMPLOYERS • ACADEMICS WHAT ARE THE MOST IMPORTANT COMPETENCES TO BE EMPLOYABLE INDEPENDENT OF ONE’S SUBJECT AREA? ARE THESE ACTUALY TAUGHT AND TO WHAT EXTENT?
THE TUNING QUESTIONNAIRE TYPES OF COMPETENCES MEASURED: • Instrumental competences: cognitive abilities, methodological abilities, technological abilities and linguistic abilities • Interpersonal competences: individual abilities like social skills (social interaction and co-operation) • Systemic competences: abilities and skills concerning whole systems (combination of understanding, sensibility and knowledge; prior acquisition of instrumental and interpersonal competences required)
Data 7 Areas & 101 university depart. & 16 Countries . Austria . Business . Belgium . Geology . Denmark . History . Finland . France . Mathematics . Germany . Physics . Greece . Education . Iceland . Ireland . Chemistry . Italy . Netherlands Total number of respondents: . Norway . 5183 Graduates . Portugal . Spain . 944 Employers . Sweden . 998 Academics . United Kingdom
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
II. Cooperation as a Synergy Group Aim: Develop knowledge of Tuning Methodology with regard to some of the Tuning lines. Option made by EUCEET and ECCE: - Line 1 Generic competences Consultation of only of academics and employers - Line 2 Subject specific competences Consultation of academics
EUCEET – Tuning A comparison EUCEET Tuning Area(s) 1 7 Universities 61 101 Countries 24 16 Total number of respondents Graduates 76 5163 Employers 728 944 Academics 1151 998
Civil Engineering Questionnaire for academics Importance Importance for for first cycle second cycle none = 1 none = 1 Specific competences weak = 2 weak = 2 considerable = 3 considerable = 3 strong = 4 strong = 4 1. An ability to apply knowledge of mathematics and other basic subjects 2. An ability to use knowledge of mechanics, applied mechanics and of other core subjects relevant to civil engineering 3. An ability to design a system or a component to meet desired needs 4. An ability to identify, formulate and solve common civil engineering problems 5. An ability to identify, formulate and solve complex civil engineering problems 6. An understanding of the interaction between technical and environmental issues and ability to design and construct environmentally friendly civil engineering works 7. An ability to design and conduct experiments, as well as analyse and interpret data
8. An ability to identify research needs and necessary resource 9. An ability to use the techniques, skills and modern engineering tools, including IT, necessary for engineering practice 10. An ability to apply knowledge in a specialized area related to civil engineering 11. An understanding of the elements of project and construction management of common civil engineering works 12. An understanding of the elements of project and construction management of complex civil engineering works 13. An understanding of professional and ethical responsibility of civil engineers 14. An understanding of the impact of solutions for civil engineering works in a global and societal context 15. An ability to communicate effectively 16. An understanding of the role of the leader and leadership principles and attitudes 17. A recognition of the need for, and the ability to engage in, life-long learning 18. An ability to function in multi-disciplinary teams
Questionnaire for academics and employers CIVIL ENGINEERING: Generic Competences Listed below are the 17 competences which have been considered in the project Tuning Educational Structures in Europe as most important for the professional development of university graduates, regardless the degree and the field. General Competences Please rank below the five most important competences according to 1. Ability to work in an interdisciplinary team your opinion. 2. Appreciation of diversity and multiculturality Please write the number of the item 3. Basic knowledge of the field of study within the box. 4. Basic knowledge of the profession Mark on the first box the most important, on the second box the 5. Capacity for analysis and synthesis second most important and so on. 6. Capacity for applying knowledge in practice 7. Capacity for generating new ideas (creativity) 1. Item number 8. Capacity to adapt to new situations 9. Capacity to learn 2. Item number 10. Critical and self-critical abilities 11. Decision-making 3. Item number 12. Elementary computing skills (word processing, database, other utilities) 13. Ethical commitment 4. Item number 14. Interpersonal skills 5. Item number 15. Knowledge of a second language 16. Oral and written communication in your native language 17. Research skills
Tuning outside EU
Tuning GEORGIA
Tuning RUSSIA
Tuning Russia DESCRIPTION The Tuning project recognizes and responds to a number of general tendencies in higher education sector. The objectives of the proposed project will include: 1. Promotion and dissemination of Tuning methodology among Russian academic community (in particular in 9 subject areas – Economics and Management, Law, Ecology, Education, Engineering, Information and Telecommunication Technologies, Languages, Tourism and Social Work). 2. Implementation and development of Tuning methodology in some Russian universities through Tuning Centres. DURATION The duration of the project is three years, from October 2010 to October 2013.
Meetings: Kick-Off Meeting - 29-30 October 2010, Association of the Classical Universities of Russia, Moscow, Russia First General Meeting - 26-29 April 2011, Don State Technical University, Rostov-on-Don, Russia Second General Meeting - 16-20 October 2011, University of Deusto, Bilbao, Spain SAG Coordinators Meeting (Tuning Management Committee) - 2-3 February 2012, Lomonosov Moscow State University, Moscow, Russia EU Short Term Missions: SAG ICT, SAG Languages, SAG Law - 7-11 March 2012, University of Groningen, Groningen, Netherlands SAG Education, SAG Environmental Engineering, SAG Social Work - 25-29 March 2012, University of Padua, Padua, Italy SAG Ecology, SAG Economics & Management, SAG Tourism - 16-20 April 2012, Trinity College Dublin, Dublin, Ireland International Conference: "Tuning in the World" - 19-23 November 2012, Brussels, Belgium Final Conference Tuning Russia – 20-21 June 2013, Moscow
Tuning - Latin America
PARTICIPANTES Las Universidades participantes han sido seleccionadas desde los países bajo la coordinación de los Centros Nacionales Tuning . La representatividad del sistema de educación superior de cada país se ha tratado de equilibrar en función del tamaño del mismo en relación con la región. Las Universidades elegidas son de excelencia nacional en el área que representen, mostrando la capacidad de dialogar con las personas de otras instituciones que trabajen la misma área. Tienen un peso significativo en el sistema (tamaño de la institución, trayectoria, credibilidad y autoridad académica), de tal manera que una parte importante del sistema queda representado con la participación de esta institución.
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