Higher Education institutions have, in the framework of the Bologna Process, been called to re-define their degree programmes on the basis of the learning outcomes approach. This implies a change of paradigm moving from teacher-centred to student-centred education. The Tuning project was set-up in 2000 to develop — through a bottom-up approach — a methodology to achieve this shift. This methodology proved not only to be relevant for Europe, but also for other world regions, including the USA, where Tuning projects were launched from 2009. In 2010 both in the EU and the USA the need was felt to find out whether the intended modernization of learning was actually taking place and how this process was perceived by its main stakeholders. For this purpose a study was initiated, covering the period 2011 to the beginning of 2016, based on the two-pillar approach of quantitative and qualitative instruments. For the study a robust evaluation instrument was developed, consisting of surveys and in-depth interviews implemented by a research team at a selected group of Higher Education institutions, involving management, teaching staff, student counsellors and students. In this paper the outcomes of the EU part of the study are presented, cross referencing to some of the USA study results. The main outcome of the study is that in general limited progress has been made regarding the intended paradigm shift and that key expectations of the reform Process have not been met. This is both the case for Europe and the USA. Although, good practices have been identified, the actual implementation of the student-centred approach is not proceeding beyond a discourse on the paradigm shift and there is no certainty it will be achieved. For Europe there is also a worrying disconnect between the various tiers of the HE sector, ranging from Ministers to students, regarding the actual penetration of the student-centred approach and the education experience of the students. There has been a failure to engage with and convince academic staff about the necessity and advantages of this paradigm shift. Teaching staff are struggling to adjust to the new concepts and paradigm shift and are challenged by no longer being the “knowledge owners” but rather learning facilitators. It does not help that the vast majority of staff members have not undertaken professional development for HE teaching. Where staff development has taken place, it is too focused on process, rather than the concepts and benefits of a learning outcomes approach. The outcomes of the study should therefore be perceived as a wake-up call because without additional and continued support in particular for the teaching staff the reform process could fail.

中文翻译：

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还有很长的路要走……关于在欧盟实施基于学习成果的方法的研究

在博洛尼亚进程的框架内，高等教育机构被要求根据学习成果方法重新定义其学位课程。这意味着范式已从以教师为中心的教育转变为以学生为中心的教育。“调优”项目于2000年成立，旨在通过自下而上的方法来开发实现这一转变的方法。事实证明，这种方法不仅对欧洲有用，而且对包括美国在内的其他世界地区也都适用，从2009年开始实施调整项目。2010年，在欧盟和美国，都需要找出是否需要进行现代化改造学习实际上是在进行中，主要利益相关者如何看待这一过程。为此，开始了一项研究，研究期从2011年到2016年初，基于定量和定性工具的两支柱方法。为了进行这项研究，开发了一种强大的评估工具，其中包括由选定的一组高等教育机构中的研究团队进行的调查和深度访谈，其中涉及管理人员，教学人员，学生辅导员和学生。本文介绍了欧盟部分研究的结果，并交叉引用了美国的一些研究结果。该研究的主要结果是，总体而言，预期的范式转换仅取得了有限的进展，而改革过程的关键期望尚未实现。欧洲和美国都是这种情况。尽管已经确定了良好做法，以学生为中心的方法的实际实施并非超出关于范式转变的讨论，并且无法确定是否会实现。对于欧洲，从部长到学生，高等教育部门的各个层次之间也存在令人担忧的脱节，这涉及以学生为中心的方法的实际渗透和学生的教育经历。与这种范式转变的必要性和优势一直未能与学术人员互动并使其信服。教学人员正在努力适应新的概念和范式转变，并且面临的挑战是不再是“知识所有者”，而是学习促进者。绝大多数工作人员没有进行HE教学的专业发展无济于事。在进行员工发展的地方，它过于关注过程，而不是学习成果方法的概念和收益。因此，研究结果应被视为一个警钟，因为如果没有特别是对教职员工的额外持续支持，改革过程可能会失败。