The TUNING Russia project outcomes

Maria SeninetsDSTU Tuning Centre

What is Tuning?• Tuning Educational Structures in Europe started in 2000 as a project to link

the political objectives of the Bologna Process and at a later stage the Lisbon Strategy to the higher educational sector. • Over time, Tuning has developed into a Process, an approach to (re-)

designing, develop, implement, evaluate and enhance quality first, second and third cycle degree programmes. • Tuning Project and methodology are fully in line with the Bologna Process

and constitute one of the academic tools for creating EHEA.

General tendencies in

higher education• Shift of paradigm: moving from a staff oriented approach to a student

centred approach

• Less specialised academic education in the first cycle

• More flexibility in first and second cycle programmes

What should a student know, understand and be able to do

to be employable?

Traditional Methodology vs.

Tuning MethodologyTraditional methodology:• developed in a national context largely

for mono-disciplinary study programmes

• intended for educating graduates with a traditional profile

• focussing on knowledge and contentTraditional approach:• staff / teacher oriented• compulsory subjects to be covered• input oriented

Tuning methodology and model:• appropriate for mono-disciplinary, inter- and

multidisciplinary, integrated and joint degree programmes

• valid for graduates with wide range of profiles• focussing on competencesTuning approach:• student centred• definition of academic and professional profiles • definition of learning outcomes• identifying generic and subject specific competences• output oriented curricula

The Tuning Questionnaire

TARGET GROUPS:• STUDENTS• 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?

5 lines of 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

Programme profile development

1. Determine need and potential2. Define the profile and key competences3. Formulate the Programme Learning Outcomes4. Decide whether to “modularize” or not5. Identify competences and formulate learning outcomes for each module6. Determine the approaches to teaching, learning and assessment7. Check whether the key generic and subject specific competences are covered8. Describe the programme and the course units9. Check balance and feasibility10. Implement, monitor and improve

Reference Points for the Design and Delivery of Degree

Programmes

Content1. General Introduction2. Introduction to the subject area3. Qualifications in the area4. Typical occupations of graduates in the

area5. Competences6. Level descriptors and learning outcomes7. Teaching, learning and assessment8. Subject area group

Tuning Centers • Tuning Centers have been

established for the continued dissemination of the Tuning methodology, the project outcomes and for information on the Tuning materials that are available for use also after the project period has ended.

Tuning centers in Russia

1. Tuning Centre of Don State Technical University2. Tuning Centre of Astrakhan State University3. Tuning Centre of Tver State University4. Tuning Centre of Tula State Lev Tolstoy Pedagogical University5. Tuning Centre of Moscow State Academy of Business Administration6. Tuning Centre of North Caucasus Federal University7. Tuning Centre of N. J. Lobachevski State University of Nizhniy Novgorod8. Tuning Centre of Yaroslav-the-Wise Novgorod State University9. Tuning Centre of Udmurt State University10. Tuning Centre of Moscow State University of Railway Engineering11. Tuning Centre of Lomonosov Moscow State University12. Tuning Centre of Russian State University for the Humanities

DSTU educational

programmes profiles• DSTU Tuning Center has developed a form

for educational programme presentation according to Tuning methodology• The DSTU educational programmes e-guide

has been performed.

DSTU TUNING CENTER

Thanks for your attention!

For further collaboration please contact us:e-mail: cmoit@yandex.ruPhone: +7(863)-238-13-96