54
GoalsDeclaration
ObjectivesMeasurable
ToolsUser´s friends
Social Dimension
Citizen of Europe
Employability
Lifelong Learning
3 Cycles
Learner centred
Academic Recognititon
Quality Assurance and Enhancement
Qualifications Framework
Learning Outcomes
Levels, Credits
ECTS
Diploma Supplement
Credits
Common structure
Standards and Guidelines /
Register
Implementing the Bologna Declaration: The Bologna Process
Challenges 2005/2007 - Still
Quality Assurance Academic Recognition Qualifications framework
EvaluationAccreditation
Credit TransferCredit Accumulation
BachelorMasterDoctorate
Qualifying Learning Outcomes quantified by credits
Phase 1
How to get there – an inductive approach by universities (e.g. „Tuning educational structures in Europe): Employability
Learning Chain
Learnig outcomesSubject related
-Knowledge broadening-Knowledge deepening
Generic-Knowledge access and
developing
LearnersSelection
(accumulates credits)
Learning space(Teaching and learning, Research
Learning material, Learning methods...)
Change of paradigm
Total Quality Management
Labour Market
Labour Market
Tuning ProjectWeighted Ranking of the Most Importance
Competences (All Subjects)
Graduates Employers Academics
1 Capacity for analysis and synthesis
1 Capacity to learn 1 Basic knowledge of the field of study
2 Capacity to learn 2 Capacity to apply knowledge in practice
2 Capacity for analysis and synthesis
3 Capacity to apply knowledge in practice
3 Capacity for analysis and synthesis
3 Capacity to learn
4 Elementary computing skills
4 Capacity to adapt to new situations
4 Capacity for generating new ideas (creativity)
5 Capacity to adapt to new situations
5 Interpersonal skills 5 Capacity to apply knowledge in practice
Fundamental Importance: Weighted Ranking of the Least Important Competences
(All Subjects)
Graduates Employers Academics
Knowledge of a second foreign language
Leadership Ethical commitment
Ability to work in an international context
Knowledge of a second language
Interpersonal skills
Ethical commitment Ability to work in an international context
Knowledge of a second language
Appreciation of diversity and multiculturalism
Appreciation of diversity and multiculturalism
Elementary computing skills
Understanding of cultures and customs of other countries
Understanding of cultures and customs of other countries
Appreciation of diversity and multiculturalism
Definition
Learning outcomes / competences
Statements of what a learner is expected to know, understand, and / or be able to do at the end of a period of learning
Terminology
Workload A quantitative measure of all learning
activities that may be feasibly required for the achievement of the learning outcomes
Credit A quantified means of expressing the
volume of learning based on the achievement of learning outcomes and their associated workload
Terminology
Profile Either the specific (subject) field(s) of learning of a
qualification or the broader aggregation of clusters of qualifications of programmes from different fields that share a common emphasis or purpose (e.g. an applied vocational as opposed to more theoretical academic studies)
Levels Representing a series of sequential steps (a
development continuum), expressed in terms of generic outcomes, against which typical qualifications can be positioned
Student-centred system Based on workload required to achieve
learning outcomes “Convention” that 60 credits represents an
annual workload of a full-time student Allocated to all aspects of study programme Based on completion + assessment Respect for the Learning Agreement
between student and institutions
ECTS - Key Features
ECTS - Guidelines
About 40 weeks of full-time learning Normally 1 credit equals 25-30 hours Time to be invested by the learner to achieve the
learning outcomes, including independent studies
Credits are allocated in such a way that the first academic degree can be obtained on the basis of 180-240 credits predetermined in a respective study-programme
This has to be stated in the ECTS documents
ECTS - Links Workload = Learning Learning assessed = Credits Requirement = Learning has to
be assessed (this must be
possible) „Assessability“ = by defining the
learning outcomes Need = adequate method
of assessment Extension (B/C/M) = ECVET
Documents Informationpackage / Course Catalogue Learning Agreement Transcript of Records Diploma Supplement Extension within
Brugges/Copenhagen/Maastricht(B/C/M-Process) Europass
CV, Language Pass, Mobility Pass, Certificate Supplement, Diploma Supplement
18
Learning ChainTools - Documents
Learning OutcomesSubject-related
-KnowledgeDeepening / Widening
Generic-Skills / Competences
Knowledge opening / developingQFR-NQR-HQR-SQR
LearnerCredit Transfer +
AccumulationApplication /CV /
Learning Agreement/TOR / Mobility Pass
Language PassDiploma/Certificate
Supplement
Learning SpaceTeaching and Learning,
ResearchLearning Environment
Information Package / Course Catalogue
Change of Paradigm
Quality Assurance/ -enhancementStandards & Guidelines / Register
Labour Market
Labour Market
Bologna in ActionIndicators
Indicators
EmployabilityLearning Space
-wherever-Information Pack.
Trainability/Learning Agreement
Award /Diploma Supplement
Transcriptof Records
CreditTransfer /Accumulation
Profile
Level
Modularisation
Learning Outcomes
Workload
IndividualSelection
Performance•Credits•Grade
Descriptors
Bologna in ActionIndicators
Indicators
EmployabilityInformationPackage
Trainability/LearningAgreement
Award /Diploma Supplement
Transcript of Records
Transfer /Accumulation
Tuning
Dublin Descriptors
Structure of a Module
Learning Outcomes:Subj. rel. /non subj. rel.•Knowledge widening•Knowledge deepening•Knowledge accessing
•Instrumental•Interpersonal•systemic
Workload-Effectiveness - Efficiency
IndividualSelection
•Interview•Portfolio u.a.
Performance•Credits
•5•Grade
•Local•Ranking
Qualifications-framework
LLL
6x4
Phase 4
Qualifications Frameworks – Bundles of learning outcomes to define a qualification – an overview
Qualificationsframework-Referenceframework-
Levels of Qualifications-
-Bachelor-Master
-Doctorat
Min. of EducationHigher EducationQFW for EHEA
Bologna-Process
EU-CommissionQFW for LLL
Brugges-Copenhagen- Maastricht-
Process
Described by bundling learning outcomes according to the „Dublin Descriptors“ with Credits
Knowledge and
understanding
Applying k&u
Making judgements
Communication Learn to learn
Levels of Qualifications
1 – 2 – 3 – 4 – 56 – 7 - 8
Described by bundling learning outcomes
according to descriptors
Knowledge &
Under-standing
Skills Competences
41 The European Qualifications Framework for Higher Education
The Dublin Descriptors
Joint Quality Initiative – Dublin Descriptors
Knowledge and understanding– 1 (Bachelor) [is] supported by advanced text
books [with] some aspects informed by knowledge at the forefront of their field of study ...2 (Master) provides a basis or opportunity for originality in developing or applying ideas often in a research context ...3 (Doctorate) [includes] a systematic understanding of their field of study and mastery of the methods of research associated with that field
Further criteria
– Applying knowledge and understanding– Making judgements– Communication– Learning skills
• http://www.jointquality.org
See the following slides:
1 (Bachelor) [through] devising and sustaining arguments2 (Master) [through] problem solving abilities [applied] in new or unfamiliar environments within broader (or multidisciplinary) contexts ..3 (Doctorate) [is demonstrated by the] ability to conceive, design, implement and adapt a substantial process of research* with scholarly integrity .. [is in the context of] a contribution that extends the frontier of knowledge by developing a substantial body of work some of which merits national or international refereed publication ..
Applying knowledge and understanding
Making judgements1 (Bachelor) [involves] gathering and interpreting relevant data ..2 (Master) [demonstrates] the ability to integrate knowledge and handle complexity, and formulate judgements with incomplete data ..3 (Doctorate) [requires being] capable of critical analysis, evaluation and synthesis of new and complex ideas..
1 (Bachelor) [of] information, ideas, problems and solutions ..2 (Master) [of] their conclusions and the underpinning knowledge and rationale (restricted scope) to specialist and non-specialist audiences (monologue) 3 (Doctorate) with their peers, the larger scholarly community and with society in general (dialogue) about their areas of expertise (broad scope)..
Communication
1 (Bachelor) have developed those skills needed to study further with a high level of autonomy ..2 (Master) study in a manner that may be largely self-directed or autonomous..3 (Doctorate) expected to be able to promote, within academic and professional contexts, technological, social or cultural advancement ..
Learning skills
Phase 41
At European level - Idea of the European Commission within the Brugges Copenhagen-Maastricht Process
Readability – horizontal / verticalKnowledge & Underst. Skills Competences
L 6
advanced knowledge of a field of work or study involving a critical understanding of theories and principles
advanced skills, demonstrating mastery and innovation, in a complex and specialised field of work or study
manage complex technical or
professional activities or
projects, taking responsibility
for decision-making in
unpredictable work and study
Contexts - lead groups in work and study
L
7
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 critical
awareness of knowledge issues
in a field and at the interface
Between different fields
specialist research and problem-solving skills, including analysis and synthesis, to develop new knowledge and procedures and to integrate knowledge from different fields
demonstrate leadership and
innovation in work and study
contexts that are complex,
unpredictable and require new
strategic approaches take
responsibility for continuing
personal professional
development, for contributing to
professional knowledge and
practice and for reviewing the
strategic performance of teams
EQF level 1EQF level 1
EQF levelEQF level
EQF level 3EQF level 3
EQF level 4EQF level 4
EQF level 5EQF level 5
EQF level 6EQF level 6
EQF level 7EQF level 7
EQF level 8EQF level 8Country ACountry ACountry BCountry B
Q
Q
Q
NQF/
NQS
NQF/
NQS
NQF/
NQS
Q
Q
Q
Q
NQF/
NQS
NQF/
NQS
NQF/
NQS
NQF/
NQS
Michael Teutsch EU-Kommission
Phase 43
At sectoral / discipline level –Example: Bachelor in Business and Management
35
Bachelor (180, 210, 240 Credits) has acquired the following knowledge, skills and competences:
Orientation:German Qualifications Framework
Benchmark Business and Management
Knowledge The graduate can …
Knowledge broadening
Knowledge and understanding of graduates build on the university-entry-level and go far beyond of it. Graduates have a broad and integrated knowledge and understanding. Graduates have demonstrated a broad and integrated knowledge and understanding of the academic basics of their disciplin.
Organisations (Enterprises, Plants, Institutions) and their elements define, differentiate and understand the relationship. e.g.:Objectives, aims, structures, functions and processes, respecting the individual organisational culture, the individual and institutional behaviour and its internal and external impact
Recognise, realise, differentiate and understand the context of the environment of an organisation and its elements .e.g.:economy, environmentt, values and norms, issues of law, politics, society, technology, including their respective impact on management at local, national,and international level.
Wissensvertiefung
Der Absolvent kann…
Sie verfügen über ein kritisches Verständnis der wichtigsten Theorien, Prinzipien und Methoden der Wirtschaft und sind in der Lage, ihr Wissen vertikal, horizontal und lateral zu vertiefen. Ihr Wissen und Verstehen entspricht dem Stand der Fachliteratur, sollte aber zugleich einige vertiefte Wissensbestände auf dem aktuellen Stand der Forschung in ihrem Lerngebiet einschließen.
die primären Aktivitäten einfacher Wertschöpfungsketten definieren, erklären und die Zusammenhänge kritisch hinterfragen.Dazu gehört die Orientierung an Märkten: Entwicklung und Funktionsweisen (Ressourcen, Güter und Dienstleistungen)und Kunden: Bedürfnisse (Erwartung und Erfüllung), Pflege der Beziehungen
die unterstützenden Aktivitäten der Wertschöpfungskette definieren, erklären und die Zusammenhänge kritisch hinterfragenDazu gehören:Finanzierung / Controlling: Steuerung der Finanzströme, Informationsversorgung durch internes und externes RechnungswesenHumanressourcenmanagementInformations- und Kommunikationsmanagement (Inhalte, Systeme und Technologien)Organisationsentwicklung / Change Management
Können Der Absolvent kann...
Wissenserschließung Instrumental Kommunikativ Systemisch
Instrumentale Kompetenz:- ihr Wissen und Verstehen auf ihre Tätigkeit oder ihren Beruf anzuwenden und Problemlösungen und Argumente in ihrem Fachgebiet zu erarbeiten und weiterzuentwickeln.Systemische Kompetenzen:- relevante Informationen, insbesondere in ihrem Studienprogramm zu sammeln, zu bewerten und zu interpretieren - daraus wissenschaftlich fundierte Urteile abzuleiten, die gesellschaftliche, wissenschaftliche, und ethische Erkenntnisse berücksichtigen;- selbständig weiterführende Lernprozesse zu gestalten.Kommunikative Kompetenzen:- fachbezogene Positionen und Problemlösungen zu formulieren und argumentativ zu verteidigen;- sich mit Fachvertretern und mit Laien über Informationen, Ideen, Probleme und Lösungen austauschen:- Verantwortung in einem Team übernehmen
Qualitative und quantitative Methoden und Techniken anwenden Dazu gehören:-Analyse, Synthese, -Problemerkenntnis und –lösung, -Planung und Organisation -Informations-technikhandhaben -Informationen aus verschiedenen Quellen aufbereiten, verarbeiten und nutzen - eine 1. Fremdsprache sprechen (Niveau B2 des Europäischen Referenzrahmens)-eine 2. Fremdsprache sprechen (Angebot und Niveau profilabhängig)
Effektiv und effizient mit Personen und Gruppen arbeitenDazu gehören:-sachlich argumentieren -aktiv zuhören- kritisch und selbstkritisch sein-mit allen organisationsrelevanten Gruppen wertebewusst kommunizieren -Verantwortung übernehmen und tragen -effektiv und effizient in Gruppen arbeiten (in einer interdisziplinären Gruppe, mit Experten anderer Disziplinen kommunizieren, Verschiedenartigkeit und Multikulturalität anerkennen, in einem internationalem Umfeld arbeiten, Arbeitsgruppen einrichten und führen)-Entscheidungen durchsetzen
Komplexe Situationen erfassen und bewerten und daraus geeignete Verhaltensweisen ableitenDazu gehören:-selbständig qualitätsbewusst arbeiten-wissenschaftlich arbeiten können-Wissen in komplexen Situationen ergebnisorientiert anwenden-neue Ideen generieren / kreativ sein-reflektiert und kooperativ lernen, -ein Potenzial zum lebensbegleitenden Lernen entwickelt haben-sich auf neue Situationen einstellen-sich der Kulturen, Sitten und Gebräuche anderer Länder bewusst sein; sie prinzipiell kennen und verstehen, -Projekte entwerfen und leiten-initiativ sein und unternehmerisches Denken und Handeln entwickelt haben -Entscheidungen durchsetzen
Phase 44
At university level – Example: Osnabrueck University of Applied Sciences, D
Learning Outcomes and Levels Bachelor Degree 3 years
Level 1Descriptor
Level 2Descriptor
Level 3Descriptor
The ability to demonstrate and / or work with
Knowledge and Understanding
Knowledge widening
General a broad knowledge of the subject/ discipline in general
a broad knowledge of the scope, defining featues, and main areas of a subject/ discipline
a broad and integrated knowledge and understanding of the scope, main areas and boundaries of a subject/ discipline
knowledge that is embedded in the main theories, concepts and principles
understanding of a limited range of core theories, principles and concepts
a critical understanding of a selection of the principal theories, principles, concepts and terminology
an awareness of the evolving/ changing nature of knowledge and understanding
limited knowledge and understanding of some major current issues and specialisms
an outline knowledge and understanding of research and equivalent scholarly/ academic processes
Module related
Knowledge deepening
General an understanding of the difference between explanations based in evidence and/ or research and other forms of explanation, and of the importance of the difference
detailed knowledge in some areas knowledge that is detailed in some areas and/ or knowledge of one or more specialisations that are informed by forefront developments
Module related
Terminology
To acquire knowledge:define, describe, identify, label, name, outline, reproduce, recall, select, state, present, extract, organise, recount, write, recognise, measure, underline, repeat, relate, matchTo understand knowledgeinterpret, translate, estimate, justify, comprehend, convert, clarify, defend, distinguish, explain, extend, generalise, exemplify, give examples of, infer, paraphrase, predict, rewrite, summarise, discuss, perform, report, present, restate, illustrate, indicate, find, select, represent, name, formulate, judge, contrast, translate, classify, express, compare
Example Accounting:The student can describe and explain the role of Accounting within the Information Management System of a business organisation
Accounting:The student can critically discuss and evaluate the various Accounting systems …
Accounting:The student can identify and critically evaluate the strategic options of the Information Management Systems of a business organisation
Knowledge revealing/ opening and developing
General Instrumental - ICT and numeracy skills use a wide range of routine skills and some advanced skills associated with the subject/ discipline - for example
use a wide range of use standard applications to process and obtain a variety of information and data
use a range of standard applications to process and obtain data
Use a range of routine skills and some advanced and specialised skills in support of established practices in a subject/ discipline, for example - use a range of IT applications to support and enhance work- interpret, use and evaluate numerical and graphical data to achieve goals/ targets
use a range of numerical and graphical skills in combination
use numerical and graphical data to measue progress and achieve goals/ targets
use and evaluate numerical and graphical data to measue progress and achieve goals/ targets
Subject-related
Terminology use, apply, present, formulate, darstellen, examples: present, worik out, calculate, statistically present, statistically underpin, and collect data, evaluate, assess, rank, present graphically, compile, match, put in order, merge, summarise, diagnosize, categorise, propose, work out hypotheses, verify, falsify …
Examplel Data processing:The student is aware of some of the general characteristics of data basis.
Data processing::The student can assess the various alternatives to implement an information system
Data processing::The student understands the various activities which are necessary to implement technological change.
Interpersonal / communicative - Generic cognitive skills and competencesThe student has the ability to
present and evaluate arguments, information and ideas which are routine to the subject discipline
undertake critical analysis, evaluation and/ or synthesis of ideas, concepts, information and issues which are within the common understandings of the subject/ discipline
undertake critical analysis, evaluation and/ or synthesis of ideas, concepts, information and issues
use a range of approaches to addressing defined and/ or routine problems and issues within familiar contexts
use a range of approaches to formulate evidence-based solutions/ responses to defined and/ or routine problems/ issues
identify and analyse routine professional problems and issues
critically evaluate evidence-based solutions/ responses to defined and/ or routine problems/ issues
draw on a range of sources in making judgements
use a wide range of routine skills and some advanced skills associated with the subject/ discipline - for example - convey complex ideas in well-structured and coherent form - use a range of forms of communication effectively in both familiar and new contexts
use a range of routine skills and some advanced and specialised skills associated with a subject/ discipline- for example - convey complex information to a range of audiences and for a range of purposes
use a range of routine skills and some advanced and specialised skills in support of established practices in a subject/ discipline, for example - make formal and informal presentations on standard/ mainstream topics in the subject/ discipline to a range of audiences
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Kno
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Wid
enin
g
The ability to / is able to work with ….
An awareness about The developing and
Dynamic type of knowledge
and understanding
A broad basis of the subject area / of the disciplines in general
Knowledge which is embedded in the essential theories, concepts and principles
Level 1
Accounting:
-describe and explainthe role of accounting as part of
the information management system in an organisation …
Quality Enhancement
- Measures- Qualitative measuring is pursued through the
achievement of the learning outcomes in the time foreseen (performance) (ex-post) – What?
- Qualitative measuring is pursued by grading how the student performed (rating) (ex-post) – How?
- Quantitative measuring is pursued by allocating the workload expressed in credits (ex-ante) – How much?
- Consequencen of the results measured lead to a formative evaluation, i.e. help to support a continuous quality improvement
„ECTS-Grades“ = Rating Credits = The learner was
successful
Grades = How (to which extent) was the learner successful in his
performance
Two systems = - Local Grades - Rating in relation to past cohorts (3-5 years)
Assessment / Rating
Of the successful students
The best 10% The following 25% The following 30% The following 25% The following 10%
ECTS-Grade
A B C D E
Assessment / Rating Of the
unsuccessful students
Amendments are required before the performance could be considered as „passed“
Significant amendments are required
Grade
FX
F
51 External Accreditation and Evaluation
Example: Changes in Germany due to Bologna - New Forms of Governance
Accreditation and Evaluation
Essential for public funding. Variations in the federal states.
Accreditation Prior to the start of a study-programme Related to a definite point of time
Evaluation Ex-ante / formative (on-line) / ex-post Related to a period of time
Accreditation 1 German Accreditation Board 6 Accreditation agencies
Broad / regional + transnational Specific / whole of Germany + transnational
Each accreditation agency has one general committee to decide Members from universities, business, organisations,
students Supported by the administration of the agencies
Several agencies also have subject oriented committees
Peer review
52 Internal Accreditation and Evaluation
Example: Osnabrueck University of Applied Sciences, D
Evaluation Internal Quality Enhancement System
Description of modules and all learning and teaching relevant information on Intranet
Learning and teaching material on Intranet (comparable to open-source facilities: discussion groups, mailing lists, etc.)
Every semester: evaluation of teaching and learning (student
questionnaire) – not yet published (teacher receives the filled-in questionnaires)
Evaluation of workload (student questionnaire plus evaluation in module oriented working groups
„Watchdogs“: Internal Faculty and Study Boards (all groups of university members, incl. students are represented)
Where are we in terms of Bologna?
„On the road“ (shuttle service) Regular stocktaking Regular conferences Bologna follow-up groups,…etc.
In short Many stakeholders Not a top-down approach THE reform of the past 30 years
European-wide
