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Slides for the presentation by Maria Pilar Canedo Arrillaga, Luis Gordillo Perez, Paula Cornellas and Naiara Arriola Echaniz (University of Deusto) at the Learning in Law Annual Conference 2011.
Citation preview
The focus on skillsThe focus on skills for improving
studentsstudents engagement: Tuning
María Pilar Canedo
Paula Comellaseducational
structures approach Naiara Arriolapp
Learning in Law Annual Luis Gordillo
gConference 2011
UKCLE U i it fUniversity of [email protected]
The Tuning LogoBackground: European BlueTuning fork – tuning structuresUniversity – Universal – UnionOpen-ended, co-ordinated, flexible UDiverse, multi-coloured, dynamic
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 g p gbasis of diversity and autonomy
WHY TUNING?Comparable Qualification
Comparable graduates
The objectives:
Comparable graduates
j
To identify common reference points from discipline and university perspective
To develop professional profiles and comparable and compatible learning outcomes
To facilitate employability by promoting transparency in educational structures (easily readable and comparable degrees):New skills for new j bjobs
To develop a common language which is understood by all stakeholders (Higher education sector employers professional bodies)stakeholders (Higher education sector, employers, professional bodies)
THE TUNING METHODOLOGY
Line 1: Professional profileEquivalence in the capacities (be able to do). Line 2: Generic competencesC lt ti ith d t l d d i thConsultation with graduates, employers and academics on the importance of 30 generic competences and an evaluation of how well HE institutions develop them.Line 3: Subject specific competences (knowledge understandingLine 3: 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 pilotpoints and subject specific competences of each of the pilot disciplines.Line 4: Mapping of approaches to teaching / learning and assessment in different countriesassessment in different countries
Teaching methodologies. How to implement the skills and competences. Knowledge management as skill.Li 5 Q lit h tLine 5: Quality enhancement
Why Focus on competences?
1. Further transparency of professional profiles in studyprogrammes and emphasis on learning outcomesprogrammes and emphasis on learning outcomes
2. Shift to a more learner oriented approach to education
3. Growing demands of a lifelong learning society which requiresmore flexibilitymore flexibility
4. Need for higher levels of employability and citizenship
5. Need for a shared language for consultation with all stakeholders
EUROPEAN COMMISSION
Tuning Europa
Tuning Latin America
Tuning Rusia
Tuning Georgia
Tuning North America
Tuning Africa…
ALFADeusto International T i A d
ERASMUSECTS Tuning Academy
2010
A SYSTEMA SYSTEM
based on competences
centered on the student
Based on competencesDefine
The pathway we havefollowed leads us torecognise that wehave jointly found a
tway to:
Define thelearningcompetences andcompetences and outcomes
Identify the generic t d th i
DefineDefine
competences and their relevance in a changing worldworld
Build consensus on the specific competences andspecific competences and their value to identify each subject area
Identify
Build jconsensus
Consult the different
DefinirDefineDefine
social stakeholders (importance – carrying out)out)
Identify
Build consensusConsult
Analyse the results f th lt ti
DefinirDefineAnalyse
Define
of the consultation and redefine the different degreesdifferent degrees
Consult Identify
Build consensus
Designl the professional profiles and
DefinirDefineAnalyse
Define
professional profiles and build consensus on the most relevant competences for each of
Design
pthem, combining both what is common for academic recognition
d h t i diff t (thand what is different (the specific features)Consult Identify
Build consensus
Measure the required
DefinirDefineAnalyse
Define
qstudent workload to reach competence levels (Credits)
Design
( )Measure
Consult Identify
Build consensus
Develop the teaching
DefinirDefineAnalyse
Define
p gand learning processes of the competences
Design
Measure
Consult Identify
Build consensus
Develop
Formulate the
DefinirDefineAnalyse
Define
required assessement processes
Design
Measure Formulate
Consult Identify
Build consensus
Develop
DefinirDefineAnalyse
Define
Incorporate theDesign
Incorporate
Incorporate thelearningcompetences and outcomes into the
Measure Formulateoutcomes into theprogramme qualityenhacement
Consult Identify
Build consensus
Develop
DefinirDefineAnalyse
A coherent
Define
Design
Incorporate
A coherent system based on
learning Measure Formulate competences and
outcomes that have been jointly
Consult Identify
Build consensus
have been jointly developed.
Develop
Tuning Law:
-Tuning Europe
- Tuning LatinAmerica- Tuning LatinAmerica
Tuning Law:gMethodology
First part of the Consultation Process + P l t t/O li+ Personal contact/On-line process
- Graduates: Generic competences- Employers: Generic competences- Academics: Specific and Generic
competencesSecond part of the Consultation Process
- Academics: Specific and Generic competences
Tuning Law:Results
1. Ability to analyse and synthesis2 Ability to apply knowledge in practice
Generic competences:
2. Ability to apply knowledge in practice3. Planning and time management 4 Basic general knowledge in the field of law4. Basic general knowledge in the field of law5. Grounding in basic knowledge of the field of
employment in practicep y p6. Oral and written communication in your native
language 7. Knowledge of a foreign language8. Elementary computing skills 9 Abilit t d h9. Ability to do research10. Ability to learn (independently)
Tuning Law:Results
Generic competences:11. Information management skills (ability to
retrieve and analyse information from different
Generic competences:
retrieve and analyse information from different sources)
12. Ability to give and receive criticism about your performanceperformance
13. Ability to adapt to new situations14. Ability to generate new ideas (creativity)y g ( y)15. Problem solving16. Decision-making17 T k17. Teamwork18. Interpersonal skills19 Leadership19. Leadership20. Ability to work in an interdisciplinary team
Tuning Law:Results
Generic competences:21. Ability to communicate with non-experts (in the
field)
Generic competences:
field)22. Appreciation of diversity and multiculturalism23. Ability to work in an international contexty24. Understanding of cultures and customs of other
countries25 Ability to work autonomously and efficiently25. Ability to work autonomously and efficiently26. Project design and management27. Initiative and entrepreneurial spirit27. Initiative and entrepreneurial spirit28. Ethical commitment29. Concern for quality30. Will to succeed
2. Ability for applying knowledge in practi
GRADUATES: Generic competences ranking
16. Decision-making6. Oral and written communication in your n
4. Basic general knowledge in the field of 15. Problem solving
1. Ability for analysis and synthesis (summy pp y g g p
Decre
7. Knowledge of a foreign language3. Planning and time management 10. Ability to learn (independently)
9. Ability to do research25. Ability to work autonomously and efficie
g easing p
14. Ability for generating new ideas (creati11. Information management skills
13. Ability to adapt to new situations30. Will to succeed
29. Concern for quality (wanting to succeed)g g g g position
17. Teamwork21. Ability to communicate w ith non-experts
5. Grounding in basic knowledge of the fiel18. Interpersonal skills (ability to relate
28. Ethical commitment (to work in an ethica
n in ran
20. Ability to work in an interdisciplinary 12. Critical and self-critical abilities (ab
23. Ability to work in an international cont19. Leadership
27. Initiative and entrepreneurial spirit
king
0 1 2 3
24. Understanding of cultures and customs of22. Appreciation of diversity and multicultu
26. Project design and management8. Elementary computing skills
0 1 2 3
Ordered by average ranking position
2. Ability for applying knowledge in practi
EMPLOYERS: Generic competences ranking
28. Ethical commitment (to work in an ethica6. Oral and written communication in your n
15. Problem solving4. Basic general knowledge in the field of
1. Ability for analysis and synthesis (summy pp y g g p
Decre
25. Ability to work autonomously and efficie17. Teamwork
10. Ability to learn (independently)16. Decision-making
29. Concern for quality (wanting to succeed)( easing p
14. Ability for generating new ideas (creati9. Ability to do research
3. Planning and time management 5. Grounding in basic knowledge of the fiel
13. Ability to adapt to new situationsy y position
11. Information management skills (ability t7. Knowledge of a foreign language
30. Will to succeed21. Ability to communicate w ith non-experts
18. Interpersonal skills (ability to relate
n in ran
23. Ability to work in an international cont12. Critical and self-critical abilities (ab
19. Leadership27. Initiative and entrepreneurial spirit
20. Ability to work in an interdisciplinary
king
0 1 2 3
26. Project design and management22. Appreciation of diversity and multicultu
24. Understanding of cultures and customs of8. Elementary computing skills
0 1 2 3
Ordered by average ranking position
Analysis of the generic competencesy g p
FIVE MOST RELEVANT FOR GRADUATES
FIVE MOST RELEVANT FOR EMPLOYERSFOR GRADUATES
2. Ability to apply knowledge in practice
FOR EMPLOYERS2. Ability to apply
knowledge in practiceknowledge in practice1. Ability to analyse and
synthesis
knowledge in practice1. Ability to analyse and
synthesis16. Decision-making4. Basic general
k l d i th fi ld
4. Basic general knowledge in the field of lawknowledge in the field
of law6 Oral and written
of law16. Decision-making6 Oral and written6. Oral and written
communication in your native language
6. Oral and written communication in your native language
EMPLOYERS: IMPORTANCE Generic CompetencesIMPORTANCE, Generic Competences
4
3
2
1
Confidence intervals 95% confidence level
1
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Ordered by competence number
EMPLOYERS : ACHIEVEMENT, Generic CompetencesACHIEVEMENT, Generic Competences
4
3
2
1
Confidence intervals 95% confidence level
1
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Confidence intervals 95% confidence level
EMPLOYERS : IMPORTANCE vs ACHIEVEMENTIMPORTANCE vs ACHIEVEMENTGeneric Competences, ordered by importance
44
3
2
Blue line: Importance
12 6 1 29 25 15 4 28 16 10 30 18 21 11 13 3 17 8 9 12 14 5 27 7 20 19 23 22 26 24
Blue line: ImportancePink line: Achievement
GRADUATES:IMPORTANCE Generic Competences
4
IMPORTANCE, Generic Competences
3
2
11
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Confidence intervals 95% confidence levelOrdered by competence number
GRADUATES: ACHIEVEMENT Generic Competences
4
ACHIEVEMENT, Generic Competences
3
2
11
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Confidence intervals 95% confidence levelConfidence intervals 95% confidence level
GRADUATES: IMPORTANCE vs ACHIEVEMENT
4
IMPORTANCE vs ACHIEVEMENTGeneric Competences, ordered by importance
3
2
11 2 6 15 25 29 16 4 10 11 30 13 3 21 18 8 9 14 28 12 7 5 17 27 23 19 20 22 26 24
Blue line: ImportanceBlue line: ImportancePink line: Achievement
Tuning Law:Results
Specific competences:
1 Demonstrate knowledge of principal features of the
p p
1. Demonstrate knowledge of principal features of the legal system including general familiarity with its institutions and procedures
2. Demonstrate knowledge of legal principles and values in a wide range of topics extending beyond the core curriculumbeyond the core curriculum
3. Demonstrate some in-depth knowledge of specialist areas
4. Demonstrate critical awareness in the analysis of the legal order
5 Abilit t id tif d l i l l5. Ability to identify and apply primary legal sources
Tuning Law:Results
Specific competences:6. Ability to identify and apply all legal sources of
Specific competences:
relevance for a specific legal issue7. Ability to identify societal concerns and values
b hi d l l i i l d lbehind legal principles and rules8. Ability to identify contemporary debates and
engage with these while accurately reporting theengage with these while accurately reporting the applicable law
9 Ability to make a distinction between reasoning9. Ability to make a distinction between reasoning founded on law and policy-based arguments
10. Ability to identify and work with principal10. Ability to identify and work with principal aspects of a foreign legal system
Tuning Law:Results
Specific competences:11. Ability to act independently in planning and
d t ki l l l t k
Specific competences:
undertaking complex legal tasks12. Ability to identify and comprehend legal issues13 Abilit t id tif l t l l (i l di13. Ability to identify relevant legal (including
procedural) issues from a large body of unstructured factsunstructured facts
14. Ability to create new or imaginative solutions through approaching a problem by using legalthrough approaching a problem by using legal material in different ways
15.Ability to decide whether factual circumstances are ysufficiently elucidated for a legal decision
Tuning Law:Results
Specific competences:
16. Ability to render a reasoned legal
Specific competences:
y gdecision
17. Ability to draft legal provisions y g p(legislation, contracts)
18. Ability to conduct legal research for y ggiving legal advice
19. Ability to be aware of the need for a ymultidisciplinary view of legal problems
20. Ability to conduct academic legal y gresearch
Tuning Law:Results
Specific competences:21. Ability to present knowledge with range of professional
Specific competences:
presentation skills (oral and written)22. Ability to write fluent and technically sophisticated prose,
i l l t i l t lusing legal terminology accurately23. Ability to read a range of complex works within and about
law and to summarise their arguments accuratelylaw and to summarise their arguments accurately24. Ability to work in cross-disciplinary teams as the legal expert of
the team and contribute effectively to its taskthe team and contribute effectively to its task
25. Ability to advise an interested person on the possible outcome of a case, and outline alternative strategies , gleading to different solutions
Tuning Law:Results
26. Ability to identify and collate relevant statistical or numerical
Specific competences:y y
information and use it in a report
27. Ability to use relevant IT-tools, i.e. word-processing, y p gstandard information retrieval systems, web-resources, and ability to specify technological tools needed for personal support
28. Ability to reflect on own learning
29. Ability to seek and make use of feedback
30. Awareness of the ethic dimension of legal work
31. Ability to use a foreign legal language
SPECIFIC COMPETENCES :
4
ACADEMICS:
3
2
FIRST CYCLESECOND CYCLE
1
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
SECOND CYCLE
Ranking of specific competences
Most appreciated competencesDemonstrate knowledge of principal features of the legal system including general familiarity
ith it i tit ti d d (1)with its institutions and procedures (1)Ability to identify and comprehend legal issues(12)(12)Ability to identify and apply primary legal sources (5)sources (5)Ability to make a distinction between reasoning founded on law and policy-based arguments (9)founded on law and policy based arguments (9)Ability to render a reasoned legal decision (16)
Thank you for your attention
E-mail:mpcanedo@deusto [email protected]
Subj:TuningSubj:Tuning
Websites:Websites:
http://www transnational deusto eshttp://www.transnational.deusto.eshttp://www.unideusto.org/tuning