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The characteristics of PhD programs at Saint-Petersburg State University (SPSU): The transformation of generic competences of PhD students in Political Science Tuning Journal for Higher Education Pub Date : 2020-05-19 Maria Edinova
The aim of this article is to explore the characteristics of the new model of PhD programs (using the case of SPSU) and to test the following hypothesis: the new model of PhD programs in Saint-Petersburg State University (SPSU) is relevant and useful for innovative development and knowledge economy formation. The hypothesis was tested according to the following tasks: 1) Analysis of the cooperation
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Stakeholder perspectives on general competences: The case of graduates of Vietnam National University, Hanoi Tuning Journal for Higher Education Pub Date : 2020-05-19 Lan Thi Quynh Mai
This research draws from theories of graduate employability and transferable skills and the TASE project’s 13 graduate competences model, to explore the evaluation of the various stakeholders concerning the degree to which VNU graduates have acquired general competences. The survey measured three variables: (i) importance, (ii) achievement and (iii) priority, using the four categories of ‘none’, ‘weak’
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Analysis of curriculum processes for the development of competencies in engineering education Tuning Journal for Higher Education Pub Date : 2020-05-19 Ana María Graffigna Vaggione, Lucía Mabel Ghilardi, María Amelín Dávila
This work presents the advances being made on a research project addressing curriculum processes for the development of competencies at the San Juan National University’s Faculty of Engineering (Argentina) in the framework of institutional policies that seek to make its programs of study appropriate for the second generation of accreditation standards. This is an exploratory, descriptive and interpretative
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Young people’s uncertainty about the future: Education system, training, and transition to employment in Spain Tuning Journal for Higher Education Pub Date : 2020-05-19 Roberto Moreno López, Beatriz Esteban Ramiro, Rut Barranco Barroso
The general context of precariousness of employment affects youth in Spain. Delving deeper into the axes that traverse this uncertainty, we present part of a cross-sectional study on the perception of young people in the city of Toledo, in which an ad hoc questionnaire was used for data collection to compare the results at the Spanish and European level. The sample includes 505 people aged between
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Investigating the effect of clicker use on problem-solving among adult learners: A cross-sectional survey Tuning Journal for Higher Education Pub Date : 2020-05-19 Haifa Fahad Bin Mubayrik
Classroom response systems (clickers) have been found to engage and attract student attention and facilitate the practical application of key ideas to solve problems. This study was designed to investigate the effects of clicker use on problem-solving among adult learners. A self-administered questionnaire was distributed to 60 students after giving them actual case studies for problem-solving using
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Reflections on richness and complementarity in diversity: The Tuning Journal contribution to global education and scholarship Tuning Journal for Higher Education Pub Date : 2019-11-29 Mary Gobbi
The progress so far with the Journal has more than justified the Spirit evoked by the European Bologna Process and the key role played by the Tuning founders and activists in their endeavor to enable Higher Education Institutions to address the challenges of this Century. They have helped contribute to the necessary reforms of the European Higher Education Space. Tuning commenced with aspirations to
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Experience and enlightenment: “Customer-oriented” nine-stage major gifts management model of world-class U.S. universities Tuning Journal for Higher Education Pub Date : 2019-11-29 Chenghua Lin, Yanjie Xie, Ruixue Xu
Since the 1990s, “customer orientation” marketing has been widely applied to major gifts management of world-class U.S. universities, forming a donor-centered model for major gifts management. It focuses on donor demands management, relationship cultivation and value creation, which has a major effect on university fundraising and development. Through literature review and case study of the University
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Competence-based approach to a module design for the Master Degree Programme in Translation: Challenge of Tuning Russia Tempus Project Tuning Journal for Higher Education Pub Date : 2019-11-29 Vera Zabotkina, Marina Korovkina, Olga Sudakova
The article demonstrates the application of the modular competence-based approach for the design of a Master degree programme in translation studies. The case study is based on output materials produced during the lifetime of the Tuning Russia project involving a number of Russian universities, one of which is the Russian State University for the Humanities (RSUH). The module in question – the LSP
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Developing a Reflection Guiding Tool for underperforming medical students: An action research project Tuning Journal for Higher Education Pub Date : 2019-11-29 Nurul Atira Khairul Anhar Holder, Zhi Liang Sim, Chan Choong Foong, Vinod Pallath
The ability to reflect is an important generic competence especially for underperforming students as they have to analyse their previous learning experiences to improve on future academic performances. This action research describes the process of a team when developing a reflection guiding tool (RGT). As the underperforming students may have difficulty in comprehending what is expected from them while
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The individual watching of one’s own video and its influence on future biology teachers´ professional vision Tuning Journal for Higher Education Pub Date : 2019-11-29 Linda Němečková, Lenka Pavlasová
The student teacher usually learns their trade under the guidance of a mentor during teaching practice. Reflections usually take place after the mentor’s observation of the student´s lesson, and take the form of an interview between the two participants. Recently, video recordings have been used advantageously to add an extra dimension to such professional development. In the classroom, at the time
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Four years of TJHE at a glance Tuning Journal for Higher Education Pub Date : 2019-11-29 Luigi F. Donà dalle Rose, Anna Serbati
As an answer to a kind invitation from the present Editor Prof Mary Gobbi, we dare to share as past TJHE Editors some reflections about our four-year period, which edited 8 issues out of a total of 12 issues since when the Journal was born (2013). Published online : 29 November 2019
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A model for the evaluation of competence-based learning implementation in higher education institutions: Criteria and indicators Tuning Journal for Higher Education Pub Date : 2019-05-29 María José Bezanilla, Ana María García Olalla, Jessica Paños Castro, Manuel Poblete Ruiz
Almost twenty years after the Bologna Declaration was signed, the extent to which universities are embracing competence-based learning is a topic of much interest. This article presents a comprehensive model for the analysis of the implementation of competence-based learning (CBL) in Higher Education. An extensive bibliographic review was carried out on the concept of competence-based learning and
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An exploration of the ‘African (Union Commission’s) perspective’ of quality and quality assurance in higher education: Latent voices in the African Quality Rating Mechanism (AQRM) Tuning Journal for Higher Education Pub Date : 2019-05-29 Lazarus Nabaho, Wilberforce Turyasingura
Quality assurance of African higher education is at the top of the region’s development agenda. Prompted by the imperative to enhance the quality of higher education, the Africa Union Commission is implementing the African Quality Rating Mechanism (AQRM). The AQRM is a continental tool that affords higher education institutions an opportunity to conduct self-assessment and compare their performance
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From 1999 to 2019: 20 years of European debate, development, and achievements Tuning Journal for Higher Education Pub Date : 2019-05-29 Maria Sticchi Damiani
This paper suggests that, although the Bologna process officially began in the late 1990s, the conditions that made it possible had already been created in the previous decade through the growing practice of international academic cooperation, mainly triggered by EU inter-institutional programmes. As the need for structural reforms in some higher education systems became more evident, in 1999 the Ministers
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20th Anniversary of the Bologna Declaration: From overview of processes to ongoing activities and experiences Tuning Journal for Higher Education Pub Date : 2019-05-29 Luigi F. Donà dalle Rose, Anna Serbati
The present Issue comes to the light in May 2019, exactly twenty years after the signing of the Bologna Declaration on May 19th, 1999. For this important event, the Editorial Team of TJHE planned to edit an Anniversary Issue. Meanwhile, the Tuning Academy has also published an impressive book “REFORM! TUNING the Modernisation Process of Higher Education in Europe”, by Robert Wagenaar, Director of the
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Is the role of academics as teachers changing? An exploratory analysis in Italian universities Tuning Journal for Higher Education Pub Date : 2019-05-29 Giovanni Barbato, Roberto Moscati, Matteo Turri
University teaching is under pressure to evolve in line with the social, cultural and economic changes of modern society. This process inevitably affects the professional profile of academics since it creates an increasing tension between the traditional modes of teaching and the learning styles and professional expectations of students. This article analyses, both theoretically and empirically, the
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Hybrid solutions for didactics in higher education: An interdisciplinary workshop of ‘Visual Storytelling’ to develop documentation competences Tuning Journal for Higher Education Pub Date : 2019-05-29 Marina De Rossi, Emilia Restiglian
The article reports on the results of a Design-Based Research path realized through a workshop about the “Visual Storytelling” (VS). The workshop aimed to develop teacher’s professional competences about digital narrative documentation to be certified through the Open Badge system. The interdisciplinary design was developed according to the ICT-TPACK framework between the two courses “Methodologies
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The European Higher Education Area: A road to the future or at way’s end? Tuning Journal for Higher Education Pub Date : 2019-05-29 Sjur Bergan
The goal of the Bologna Process was to develop a European Higher Education Area within a decade. The goal and the process proved to be attractive, new countries steadily applied for accession, and the Bologna Process has brought about substantial reforms. At the same time, the drive and optimism of the early years has given way to more measured optimism and even a sense of disillusion as we approach
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The re-design of a fourth year Bachelor of Education programme using the Constructive Alignment Approach Tuning Journal for Higher Education Pub Date : 2018-11-29 Melanie B. Luckay
The focus of this article is on the re-design of a fourth year Bachelor of Education (B.Ed) programme at the University of the Western Cape (UWC). Due to the changes in teacher qualifications, as outlined in the 2015 Minimum Requirements for Teacher Education Qualification (MRTEQ) policy document, Higher Education Institutions were required to adapt their Initial Teaching Education (ITE) programmes
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Historical Study in the U.S.: Assessing the impact of Tuning within a professional disciplinary society Tuning Journal for Higher Education Pub Date : 2018-11-29 Daniel J. McInerney
The U.S.-based American Historical Association (AHA), the largest – and most influential – professional organization for historians, was the first disciplinary society in the world to lead a Tuning project, launching its work in 2012. This essay analyzes a survey distributed to historians on campuses that have taken part in the AHA Tuning project. The purpose is to understand, after six years of work
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University as a global actor in the international system of the 21st Century Tuning Journal for Higher Education Pub Date : 2018-11-29 Francisco Del Canto Viterale
Since its foundation, the university has always been a relevant actor within the international system as the main producer and transmitter of scientific knowledge. Considered as a global actor and historically interrelated with multiple agents at the national and international level, the university must now face new and powerful challenges within the international context. Since the last decades of
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Combining course- and program-level outcomes assessments through embedded performance assessments at key courses: A proposal based on the experience from a Japanese dental education program Tuning Journal for Higher Education Pub Date : 2018-11-29 Kayo Matsushita, Kazuhiro Ono, Yugo Saito
This paper addresses how to combine the course- and program-level assessments and presents a new method illustrated by a case of dental education program in Japan. Performance assessments are considered effective for evaluating knowledge integration and higher-order skills, while placing a burden on faculty, hence their feasibility as the program-level assessment is regarded lower than standardized
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Editorial: From innovative experiences to wider visions in higher education Tuning Journal for Higher Education Pub Date : 2018-05-31 Luigi F. Donà dalle Rose, Anna Serbati
Nowadays, there is a growing awareness that higher education is called to help young people to develop their personal and professional future. The university mission is not only to increase opportunities for employability and for better matching of labour market requests and graduates’ skills, but also to prepare people to positively live in local and global communities as well as to actively contribute
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Medical Educators’ conceptions about Generic Competences in Argentina: Contributions for consensus building Tuning Journal for Higher Education Pub Date : 2018-05-31 Roberta Inés Ladenheim, Cecilia Inés Hernández
Healthcare professionals’ education is evolving to meet people’s needs towards a more comprehensive, collaborative and interdisciplinary training. In medical education in Argentina, in the context of international discussions around competence-based education (CBE), competence frameworks are being developed for undergraduate and postgraduate education, constituting agreed criteria that lead to the
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Promoting holistic learning for the development of competences in Mozambique Tuning Journal for Higher Education Pub Date : 2018-05-31 Jorge Jaime dos Santos Fringe
This article presents results of a study carried out at the Faculty of Education of the University Eduardo Mondlane, in Mozambique, aimed to assess the extent to which the bachelor course in Psychology promotes multiple intelligences as superimposed to holistic learning styles within its effort to develop students’ competences. For that purpose, 158 psychology students were invited to fill in a four-point
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How does it feel? The affective domain and undergraduate student perception of fieldwork set in a broad pedagogical perspective Tuning Journal for Higher Education Pub Date : 2018-05-31 Tiernan Henry, John Murray
Fieldwork in the earth sciences is much valued by students, teachers and prospective employers alike, yet it has been reduced as a component of many undergraduate programmes in recent times. This study presents the results of an investigation of the undergraduate student perception of fieldwork, specifically in the context of the affective domain, and considers the effectiveness of field-based training
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Harmonization of higher education in Africa and Europe: Policy convergence at supranational level Tuning Journal for Higher Education Pub Date : 2018-05-31 Ayenachew Aseffa Woldegiyorgis
While the Bologna Process in Europe is the leading example, regional efforts towards harmonization of higher education are taking place in every corner of the world. In Africa, such a process has its roots from decades ago, although more coordinated activities are only recent phenomena. This paper looks back at the harmonization processes in Africa and Europe, and argues that although the process in
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Multimedia technologies and online task-based foreign language teaching-learning Tuning Journal for Higher Education Pub Date : 2018-05-31 Ana Maria de Jesus Ferreira Nobre
Teaching and learning a foreign language at a distance implies many challenges, namely regarding oral skills. At Universidade Aberta (the Portuguese Open University), and taking into account its virtual pedagogical model (Pereira, 2007) and the Common European Framework of Reference for Languages (Alves, 2001), we suggest curricular paths which include online communicative practices, both oral and
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An examination of the relationship between competences and wages of higher education graduates: Evidence from Morocco Tuning Journal for Higher Education Pub Date : 2017-11-30 Abdellah Abaida, Youssef Lakrari, Abdeljabbar Abdouni
To provide research insights in line with the Tuning project approach, we estimate the effects of competences on wages of higher education graduates with work experience. Using the conventional earnings regressions methods (Mincer equation) on data from a survey of graduates, we investigate the way in which the labour market reacts and rewards competences. The results show small significant evidence
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Impact of competence-based training on employability of Technical and Vocational graduates in Ethiopia Tuning Journal for Higher Education Pub Date : 2017-11-30 Birhane Sime Geressu
The purpose of this study is to critically examine the impact of competence based training on employability of technical and vocational college graduates in Ethiopia. Mixed methods of research design, predominantly concurrent nested strategy were employed to conduct the study. The study involved 162 instructors, 123 Level III automotive technology trainees, 87 department heads and 89 graduates, a total
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Editorial: Regional responses to Higher Education world-wide challenges Tuning Journal for Higher Education Pub Date : 2017-11-30 Luigi F. Donà dalle Rose, Anna Serbati
In thisIssuewe present firstly the answers given so far by Latin America to the challenge of Quality Assurance, with an eye to the perspective involved in a possible forthcoming transition toa secondgeneration of QA programs. We then present a “sub-regional” spinoff effect of the AHELO project, involving higher education institutions of Japan and Indonesia, willing to test, with an appropriate tool
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Algebraic competences and emotional intelligence of first year Bachelor of Science in Mathematics and Science Education students at the Copperbelt University in Zambia Tuning Journal for Higher Education Pub Date : 2017-11-30 Allan Musonda
This study examined the relationship between algebraic competences and emotional intelligence of first year Bachelor of Science in mathematics and science education students at Copperbelt University in Zambia. All (143) first year Bachelor of Science in mathematics and science education students, in 2016, were purposively selected for the study. The study was motivated by evidence that students generally
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Development of a Mechanical Engineering Test Item Bank to promote learning outcomes-based education in Japanese and Indonesian higher education institutions Tuning Journal for Higher Education Pub Date : 2017-11-30 Jeffrey S. Cross, Estiyanti Ekawati, Satoko Fukahori, Shinnosuke Obi, Yugo Saito, Nathanael P. Tandian, Farid Triawan
Following on the 2008-2012 OECD Assessment of Higher Education Learning Outcomes (AHELO) feasibility study of civil engineering, in Japan a mechanical engineering learning outcomes assessment working group was established within the National Institute of Education Research (NIER), which became the Tuning National Center for Japan. The purpose of the project is to develop among engineering faculty members
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Incorporating the Tuning Approach in Higher Education curricular reforms and course design in Tanzania for enhancing graduates’ competencies: stakeholders’ views Tuning Journal for Higher Education Pub Date : 2017-11-30 Johnson Muchunguzi Ishengoma
Available documentary and research evidences reveal that the majority of Tanzania universities’ graduates (public and private universities) lack competencies or technical skills (employability skills) required for the job market and by potential employers, despite massive curricular reforms implemented in the public higher education sector since the early 1990s. Lack of employability skills which consequently
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Quality assurance in Latin America: current situation and future challenges Tuning Journal for Higher Education Pub Date : 2017-11-30 María José Lemaitre
Quality assurance processes have developed in Latin America since the beginning of the 1990s, trying to deal with the changes in higher education. This article is organized from two main perspectives: the first is mostly descriptive, and it focuses first on a brief outline of structural changes, that impact on the features of higher education in the region; the response from Latin America, in terms
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Specific competences in the Tuning Latin America Project: their degree of importance and achievement among a sample of psychology students Tuning Journal for Higher Education Pub Date : 2017-05-31 Denise Benatuil, María Juliana Laurito
The implementation of the competence-based education approach at university level is a vehicle for the global transformation of the current Higher Education system. Over the past few decades, psychology has increasingly focused on the identification of core competences in the education of psychologists. The U.S., Canada and Europe have adopted competence-based education approaches. More recently, in
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Students applying their knowledge of material science in problem-solving: implications for competence based-learning at the University of Zimbabwe Tuning Journal for Higher Education Pub Date : 2017-05-31 Peter Kwaira
This study involved a class of serving teachers in their second year of a Bachelor of Education degree programme, in which one of the pre-requisite courses covered during first year was ‘Principles of Material Science (PMS). At the time of study, they were studying ‘Machine-shop Practice’ (MsP); a course based on the Design and Technology (DT for example, in the choice of materials for given projects
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Ethical Competencies and the Organizational Competency ‘Responsible University Social Innovation’: looking at new ways of understanding universities and the competency-based education model in the context of significant social changes in Latin America Tuning Journal for Higher Education Pub Date : 2017-05-31 Javier Villar Olaeta
Ethical competencies are included in all competency-based education models and are considered essential for the professional preparation of students, especially in terms of their professional conduct and workplace preparedness. As such, the Tuning Academy, along with incorporating ethical competencies in its group of generic competencies, also considers the organizational competency Responsible University
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Democratisation of Teaching and Learning: a tool for the implementation of the Tuning Approach in Higher Education? Tuning Journal for Higher Education Pub Date : 2017-05-31 Jane Iloanya
Teaching and learning in Contemporary Higher Education is experiencing a change of paradigm in the approach used for curriculum design and instruction. This paper examines the application of democratisation of teaching and learning as a crucial tool for the implementation of the Tuning Approach in the teaching and learning processes in higher education. A qualitative research approach was used to collect
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Developing Generic Competences in Life Sciences: the untold story of the Makerere University College of Health Sciences in Uganda Tuning Journal for Higher Education Pub Date : 2017-05-31 Lazarus Nabaho
Ordinarily, higher education should transform the student. Transformation refers to the development of high order subject and generic competences as a consequence of the university experience. The current discourse on generic competences, especially in the African context, focuses largely on the end (generic competences to be developed) rather than the means or process (how to develop the generic competences)
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Credit Hour System and Student Workload at Alexandria University: a possible paradigm shift Tuning Journal for Higher Education Pub Date : 2017-05-31 Alsaeed Alshamy
The study aims at investigating the perceptions of both academics and students on student workload in Credit Hour System at the Faculty of Education at Alexandria University (Egypt). It uses the wider international experience of higher education reform, including Tuning Africa Project — II, to propose implications for policy and practice on how the real work hours needed by a student to achieve the
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The need to enhance the employability competences (knowledge, skills, autonomy, and attitudes) of undergraduates in Agriculture. Evidence from students’ perceptions and employers’ expectations Tuning Journal for Higher Education Pub Date : 2016-11-30 Nigel Yoven Armoogum, Brinda Ramasawmy, Brigitte Marie Françoise Driver
The Faculty of Agriculture (FoA) (University of Mauritius) is the only tertiary Education Institution in the country providing graduate training in Agriculture with an annual enrolment of about 100-125 students. Although the relative contribution of the Agricultural sector to the economy has declined over the past decade — share to GDP: 3.0% in 2014 as compared to 6.4% in 2004 [1] the introduction
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Work-related teaching and learning methods to foster generic skills in Higher Education. An Italian experience Tuning Journal for Higher Education Pub Date : 2016-11-30 Daniela Frison, Concetta Tino, Jonathan W. Tyner, Monica Fedeli
Within the framework of modernisation of higher education systems in Europe, universities are invited to go beyond a knowledge-based perspective focused on disciplinary approaches and to be more concentrated on encouraging generic skills to deal with today’s complex and unpredictable career paths. The literature about Work-Related Learning and Work-Integrated Learning offers evidence to research regarding
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Improving students’ self-efficacy and academic performance in Applied Mathematics through innovative classroom-based strategy at Jimma University, Ethiopia Tuning Journal for Higher Education Pub Date : 2016-11-30 Kinde Getachew, Asfawossen Birhane
Research on area of self-efficacy theory is scarce in African context though several scholars propose the need for investigating the practical utility of the theory in other cultural settings aside from Western countries. We have tested the theory of self-efficacy in Ethiopian context and showed how an innovative classroom based strategy (promoting students’ mastery experience, exposing students to
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Implementing the competences-based students-centered learning approach in Architectural Design Education. The case of the T MEDA Pilot Architectural Program at the Hashemite University (Jordan) Tuning Journal for Higher Education Pub Date : 2016-11-30 Ahmad A. S. Al Husban, Safa A. M. Al Husban, Yamen Al Betawi
Higher educational systems become increasingly oriented towards the competences-based student-centered learning and outcome approach. Worldwide, these systems are focusing on the students as a whole: focusing on their dimensional, intellectual, professional, psychological, moral, and spiritual. This research was conducted in an attempt to answer the main research question: how can the architectural
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The impact of formative assessment on self-regulating learning in university classrooms Tuning Journal for Higher Education Pub Date : 2016-11-30 Fisseha Mikre Weldmeskel, Dreyer Johann Michael
This study describes the extent of which the use of quality formative assessment on lessons of a course involves the students as self-regulated learners. There is an increased interest among educational researchers to observe improvement of student self-regulation on learning. The predominant use of summative assessment remains a challenge to helping students develop self-regulation skills in learning
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Improving Basic Design courses through Competences of Tuning MEDA Tuning Journal for Higher Education Pub Date : 2016-11-30 Rafee Hakky
It is well established that Tuning’s development of the concept of competences for the improvement of what is referred to as student-centered approach has proven itself beneficial in developing higher education programs. [1] This paper examines the application of competences suggested by Tuning-MEDA to the benefit of teaching architecture. Two courses were selected from the Architectural Engineering
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Teacher Education Programmes at Alexandria University with reference to Tuning Methodology Tuning Journal for Higher Education Pub Date : 2016-05-31 Alsaeed Alshamy
The study aims at using the outcomes of Tuning Africa Project — I to propose implications for policy and practice for enhancing the quality of Teacher Education Programmes in Egyptian higher education. It investigates the views of different stakeholders — academics, students, graduates and employers — who relate to three faculties in charge of Teacher Education at Alexandria University. The study focuses
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“Lost in translation”. Soft skills development in European countries Tuning Journal for Higher Education Pub Date : 2016-05-31 Maria Cinque
The world of work is changing profoundly, at a time when the global economy is not creating a sufficient number of jobs. Many documents issued by the EU and various researches, carried out by companies and human resources experts, point out that the so-called “soft” skills are closely connected with employability, particularly for young people entering the labour market. At present, EU countries have
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Compared education study: curriculum design for the development of competences (Tiradentes University — University of Deusto) Tuning Journal for Higher Education Pub Date : 2016-05-31 Letícia Soares de Vasconcelos Sampaio Suñé, Roberto De Armas Urquiza
A comparative education analysis between the competence-based curriculum deployed at the Deusto University and the Tiradentes University was done. The analysis has focused on the following aspects: Educational theories; Curriculum design; Psycho-pedagogical guidelines; Teaching, learning and evaluation methodologies; Planning of execution; Results/Impacts. The set of information of the Tiradentes University
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A long way to go … A study on the implementation of the learning-outcomes based approach in the EU Tuning Journal for Higher Education Pub Date : 2016-05-31 Tim Birtwistle, Courtney Brown, Robert Wagenaar
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
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Using the Tuning Methodology to design the founding benchmark competences for a new academic professional field: the case of Advanced Rehabilitation Technologies Tuning Journal for Higher Education Pub Date : 2016-05-31 Ann-Marie Hughes, Chris Freeman, Tom Banks, Hans Savelberg, Mary Gobbi
Designing innovative high quality educational programmes to meet the workforce needs in emerging interdisciplinary areas of practice can present challenges to academics, students, employers and industrial partners. This paper demonstrates how the Tuning Process successfully helped to construct benchmark learning outcomes and competences in the area of healthcare practice where advanced technologies
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Increasing PhD students’ employability by focusing on the academic entrepreneurship. The analysis of the entrepreneurial competences Tuning Journal for Higher Education Pub Date : 2016-05-31 Sabina Hodzic
The aim of the present study was to explore the perspective for entrepreneurship among PhD students coming from variety of disciplines. More precisely, to identify the most important entrepreneurial competences for succeeding in the entrepreneurial venture, to explore whether these competences are being developed during the 3rd cycle studies, and to explore the entrepreneurial intentions of the future
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