Developing Competence based Degree
Programs
Quality Assurance through Tuning and
Learning Outcomes Assessments.
Kyoto, 12 December 2013
Tuning Educational Structures in Europe, Asia and the World

The role of Profiles, Competences and Learning
Outcomes in Program
Design and Delivery: the Tuning Approach

Robert WAGENAAR, University of Groningen (NL)
Joint co-ordinator Tuning Process
Co-director International Tuning Academy

Outline of presentation
1. Global Challenges
2. TUNING Processi.

What is Tuning?

ii.

Contribution of Tuning to Modernize HE
programmes

3. New Strategies for Curriculum Design

The Tuning Process is coordinated by
the University of Deusto, Bilbao, Spainand the University of Groningen, theNetherlands

1. Global challenges

 Globalization
 Information and Communication Technology
 Competitive Internationalized Higher Education
market• Academic staff / Researchers• Bachelor, Master and PhD students• Language of instruction
 Opportunities on the labor market• Role of economic crises

2. Tuning Process:i. What is Tuning?
The TUNING Project is a project by
and for Higher Education Institutions.
It started as the Universities’ responseto the challenge of the Bologna
Process, but has evolved into a world
wide Process
TUNING MOTTO:
Tuning of educational structures andprogrammes on the basis of diversity
and autonomy
Tuning received and receives financial and strong moral support fromthe European Commission

Why Tuning?

To develop one language understood worldwide by all
stakeholders: competences and learning outcomes¾ To stress the importance of general academic competences andskills for society¾ To involve stakeholders in the process of curriculum designand enhancement¾ To develop shared international reference points at disciplinary/ subject area level¾ To give academics a key role in the process of reforming Higher
Education structures and its degree programmes andqualifications¾ To focus on diversity by promoting flexibility¾ To facilitate (inter)national mobility and recognition of studies¾

Searching for a new paradigm

Reforming Higher Education
PARADIGM SHIFT REQUIRED
From Staff Centred to Student Centred Learning !
Student centred learning:
An approach or system that supports the design of learning
programmes which focus on learners’ achievements,
accommodate different learners’ priorities and areconsistent with reasonable students’ workload (i.e workloadthat is feasible within the duration of the learning
programme). It’s accommodates for learners’ greater
involvement in the choice of content, mode, pace and placeof learning.

Searching for a new paradigm

Agreed common language: “Competences” and“Learning outcomes”
Tuning definition of competences•Competences represent a dynamic combination of cognitiveand metacognitive skills, knowledge and understanding /insight, interpersonal, intellectual and practical skills andethical values.
•Fostering competences is the object of an educational
programmes.
•Competences are formed in various course units andassessed at different stages.
[competences are obtained by the student]

TUNING Philosophy
Academic area vs. professional area and competences

Competence Circle

Employment profile

Academic field

Academic field
Academic fieldTuning Definitions
What is a learning outcome according to Tuning?
Level of competence is expressed in terms of Learning
outcomes:• Statements of what a learner is expected to know, understandand be able to demonstrate after completion a period oflearning.
• They can refer to a single course unit or module or else to aperiod of studies, for example, a first or a second cycle
programme.
• Learning outcomes specify the requirements for award of
credit.
[learning outcomes are formulated by academic staff]

TUNING Philosophy

Source: Jeremy Cox (Polifonia Network) for Tuningii. Tuning’s Contributions to modernize
HE programmes
Set of practical TOOLS for academics /institutions to implement the three cycle
system:a.A methodology to design / enhance,
deliver student centred degree
programmes (for all three cycles) based on
the Competences and Learning Outcome
approachb.Meta-profiles for a growing number ofSectors and Subject Areasc.A Guide to formulating degree
programme profiles. Including ProgrammeCompetences and Programme Learning
Outcomes
And many more ....

TUNING METHODOLOGY in
Translation

TUNING Model: Profiles, Competences andLearning Outcomes
Tuning approach based on 6 consistent features for degree programs:• an identified and agreed need
Large scaleconsultations among stakeholders
profile• a well described(academics,
employers,
graduates
students)• corresponding
learning
outcomes
phrased andin terms
of generic andsubject specific competence (lines 1 and 2)
to identify most relevant competences and levels• the correct allocation of ECTS credits to units (line 3)of achievement in degree programs• appropriate approaches to learning, teaching and assessment (line 4)• methodology for quality enhancement (line 5)

TUNING focuses on:<< fitness of purpose >> (meets expectations)and<< fitness for purpose >> (meets aims)

Tuning Consultations

Which general competences / skills aremost important?
Analyzing and
Synthesizing

Leadership

Learning abilities

Applying knowledge
in practice

Working in ateam

Communication
skillsEntrepreneurial
spiritCreativity

Problem solving

TUNING competences frameworks

EUROPE 2001

EUROPE 2008

Academics
Correlations

Graduates

0,92
0,89

Employers

Tuning’s Contribution

Tuning methodology:
Degree programmes based on:
 (Cycle) level descriptors (Qualifications
Frameworks)
 Academic and professional meta-profiles (reference
points) Competences / Learning outcomes Student workload / time-related and Learning
Outcomes based(ECTS) credits

Meta profile

Degree profile

Year

SemesterCourse/Module

Credits

Agricultural Chemistry and Soil Science
6
Animal Production: Principles and Techniques
1stSemester

6
Agronomy and Horticultural Crop Production

1

Programme

6
Applied Economics, Extension and Systems

2ndSemesterMicrobiology and Genetics I
Agrometeorology and Climate Change
Food Science and Technology
Agricultural Engineering and Applications
Statistical Methods for Agricultural Sciences

3rd
Semester2
4thSemester

5th
Semester

Biochemistry and Biotechnology
Pests, Diseases and Weeds Control
Animal Production and Science I
Botany and Crop Physiology
Scientific Communication Skills
Microbiology and Genetics II
Animal Science and Production II
Crop Production Technologies
Postharvest Management andAgricultural Produce Processing
Project I
Agricultural Management and Marketing

3

6
6
6
6
6
5
6
6
6
4
8
6
6
6
6
8
6

6th
Semester

Entrepreneurship for Small and Medium
Agribusiness
Project II
Practical Training

4
8
10

GC SSC

Competences

LEARNING OUTCOMES

Meta profile

A Meta – profile is a group´srepresentation of thestructure and combination ofcompetences which gives
identity to a thematic area.
The meta-profiles arereferential elements and they
are always mental
constructions, destined toreflect and analyse thepossible and diverse real
degree profiles

Tuning Subject Area MetaProfile publications …

Other subject area brochures: Business Administration, Educational Sciences,
Gender Studies, History, Mathematics, Nursing, etc.
Recent publications: Psychology, Art History, Linguistics, Literature and Culture,
Theology and Religious Studies.
Also published: Tuning AHELO conceptual frameworks for Economics and Engineering (first cycle)

3. New strategies for curriculum
designCompetences / Learning Outcomes model versus
Traditional model

Opportunities and Challenges
Misunderstandings / Misconceptions

Construction of relevant curricula
CONSULTING

PROFILING

ENHANCINGSTUDENTCENTREDLEARNING
DESIGNING

EVALUATINGLEARNING

211

Case studies
Two types of first cycle programmes: number 1
Traditional (first cycle) programme:• Constructed on the basis of rather loose course units• Course units content is responsibility of individual
academics• (Very) limited cooperation and consultation between
academic staff• Danger of limit balance between course units• Feasibility not guaranteed• Academia oriented, limited concern for employability
and educating for citizenship• Outcome (level) of programme not quite clear

Bottom-upNew strategies for curriculum
design
Two types of first cycle programmes: number 2

Degree programmes to be based on:
 (Cycle) level descriptors
 Academic and professional meta-profiles /reference points
 Competences / Learning outcomes (not Learning
objectives !!!)
 Student workload / time-related and Learning
Outcomes based credits

New strategies for curriculum
design
Two types of first cycle programmes: number 2
Degree programme based on the
Tuning methodology:
FIRST CYCLE PROGRAMME

60 ECTS• Programme based on profile, sets ofcompetences to be obtained, desiredlearning outcomes to be achieved, ECTS
credits to be awarded• Programme design is team work, basedon consultation, discussion, cooperation

60 ECTS• Learning outcomes / competences to be
developed are basis for credit allocation• Teaching, learning and assessment
approaches respect credit allocation:
feasibility key factor

60 ECTSCOURSE UNIT

Top-down

Programme Design and Delivery
Ten steps for designing/improving new programmes(or improving existing ones)
1.Determine need and potential
2.Define the profile and the key competences
3.Formulate the Programme Learning Outcomes
4.Decide whether to ‘modularise’ or not
5.Identify competences and formulate learning outcomes for each
module6.Determine the approaches to teaching, learning and assessment
7.Check whether the key generic and subject specificcompetences
are covered
8.Describe the programme and the course units
9.Check balance and feasibility
10.Implement, monitor and improve

Programme Design and Delivery

Ten steps for designing/improving new programmes(or improving existing ones)
1.Determine need and potential• Consult stakeholders (potential students,
academics, potential employers) to verify that thedegree is needed.
• Decide whether the programme proposed satisfies
established or new professional and/or social
demands.

Programme Design and Delivery
Conditions for designing new programmes(or improving existing ones)
Establish whether there are sufficient incentives for setting up a newprogramme or enhancing an existing degree programme.
Indicators:¾
Government policies¾
Quality Assurance Agency policies / indicators¾
Institutional policies¾
Faculty / Departmental policies¾
Foundation among academic and supporting
staff¾
Relevance and attractiveness of existing
programme(s)Programme Design and Delivery
Conditions for designing new programmes(or improving existing ones)
Establish a workgroup for designing / enhancing degree programme: Appoint as members: Academic Staff + one or two students
 Identify and involve external expertise Inform academic staff and relevant policy levels about initiative(keep these informed during process)
Challenges:
 Formulation of a degree profile Identification of most appropriate set of general competences tobe developed Formulation of reliable programme and course unit Learning
Outcomes statements
 Commitment of Academic Staff

Programme Design and Delivery
Challenges: Commitment of Academic Staff members
How to motivate and involve them?
More active students
Students better prepared for employment and citizenshipMore attractive degree programmes: tool for marketing andrecruitment
Higher appreciation of degree programmes and its units by students
Requirement for implementation:
External pressure: role of governments and quality assurance system
Financial support to be make reforms more attractive to implement
Staff development scheme focusing on reforming HE programmes

Programme Design and Delivery
2. Define the profile and the key competences• Identify the main discipline(s) / subject area(s) which
form the basis of the degree programme• Specify whether the focus of the degree programme is tobe general and/or specialist.
• Decide on the orientation of the degree programme.
• Identify and describe the potential fields / sectors where its
graduates may find employment.
• Identify and describe its contribution to developing
citizenship and personal culture.
• Identify the Key Programme Competences, making if
possible a distinction between generic and subject specificcompetences, most relevant for the degree programme
proposed (up to 15).

Role of the Degree Profiles

From the Tuning glossary
Degree profile“A description of the character of a degree
programme or qualification. This description gives
the main features of the programme which are basedon the specific aims of the programme, how it fits into
the academic map of disciplines or thematic studies
and how it relates to the professional world”.

Role of the Degree Profiles

Profiles have to serve different purposes
A good profile takes into account different users’
perspectives & interests

ProfileOutline of Tuning Guide to Formulating
Degree Programme LOs
Degree profile (professional and/or academic)
Key elements:
A. Purpose
B. Characteristics
C. Employability & further education
D. Education style
E. Programme competences
F. List of program learning outcomesAs part of the Competence and Recognition Project (CoRe) a
Template as been developed which also contains
guidelines for formulating Programme Competences andgood Programme Learning Outcomes.

More about Profiles

Programme Design and Delivery

3. Formulate the Programme Learning Outcomes• Formulate the Programme Learning Outcomes related
to the Key Programme Competences identified (up to
15 to 20) by making use of the guidelines.
4. Decide whether to ‘modularise’ or not• Decide whether each course unit should carry a set
number (e.g. 5 or its multiples) or carry a random
number based on the workload foreseen.
• Allocate credits to each course unit.

Programme Design and Delivery
Tuning and Learning Outcomes

Definition:

What a learner is expected to know, understand and beable to demonstrate after completion (of a period) oflearning. Learning outcomes are formulated as statements.

We distinguish:¾Degree programme learning outcomes¾Module or unit learning outcomes
These should relate to references points / standards as defined for the
subject area in a national and/or an international setting.
To be measurable a learning outcome (LO) should meet a number ofrequirements.

Programme Design and Delivery
Misunderstandings:
Difference between a Learning Objective and a Learning Outcomes
Learning Outcomes vs. Learning Objectives
The distinction between learning outcomes and learning objectives is not universally recognized, andmany instructors may find that the term ‘learning outcomes’ describes what they have alreadyunderstood by the term ‘learning objectives.’ Some scholars make no distinction between the twoterms; those who do usually suggest that learning outcomes are a subset or type of learning objective.
Learning objectives, for example, may outline the material the instructor intends to cover orthe disciplinary questions the class will address. By contrast, learning outcomes should focus onwhat the student should know and realistically be able to do by the end of an assignment, activity,
class, or course. For this reason, learning outcomes often start with a version of the phrase “By theend of this course, students will…”
The same goals addressed by learning objectives can be equally addressed by learning outcomes,
but by focusing on the application and integration of the course content from the perspective of thestudent, learning outcomes can more explicitly and directly address expectations for student learning.
Source: http://www.teaching.utoronto.ca/topics/coursedesign/learning-outcomes/outcomes-objectives.htm

Degree Programme Learning
Outcomes
According to the Tuning Guide to Formulate Degree Programme Profiles:

Writing good Programme
Learning Outcomes

A Learning Outcome contains 5 elements to be ‘measurable’(the level of competence that has been achieved):

Example 1: Generic Competence
GC4
PROBLEMSOLVING

Level 1

Identifying, analysing and defining the significant
elements constituting a problem in order to solve it
effectively and with good criteria.

Identifying and analysing a problem to generatealternative solutions, applying methods learned.

Level 2Using own experience and criteria to analyse thecauses of a problem and construct a more
efficient, effective solution.

Level 3In teams, proposing and constructing solutions toproblems in different fields, with an overall view.

Example 2: Generic Competence

Levels of Achievement :CRITICAL THINKINGFIRST LEVEL OF ACHIEVEMENT: Asking oneself
questions about surrounding life and actively participating in
discussions on it, analysing the judgements made andreflecting on the consequences of one’s own and others’
decisions SECOND LEVEL OF ACHIEVEMENT: Analysing the logicof own and others’ judgements, weighing their personal andsocial implications
 THIRD LEVEL OF ACHIEVEMENT: Arguing the pertinenceof judgements made and analysing the consistency of own
behaviour, based on underlying principles and values


LEVELS OF
MASTERY

First level ofmastery:
Ability to

DESCRIPTORSINDICATORS
1

2

3

Showing criticalspiritShows critical
Never questions theQuestions certain
attitude towards
situation or conditions
situations in own life. conditions of own
of own life.
life.

Distinguishing factfrom opinion,interpretations,evaluations, etc. inothers’argumentation

Accepts as own
judgements or
decisions based on
opinions, evaluations,etc. as though they
were objective facts.

Doesn’t think about
the consequences ofown actions.

Questions andexplores reality,reflecting on life.

5
Formulates own
judgements andevaluations based on
systematic reflection
on reality.

Accepts without
Questions
Correctly analyses
question judgements
Distinguishes objective judgements or
judgements oror decisions based on
decisions based on facts from opinions
decisions based on
opinions, evaluations,
opinions,
and evaluations.
opinions, evaluations,etc. as though theyevaluations, etc.
etc.
were objective facts.

asking oneself
questions aboutsurrounding life
and actively
Finds it hard to
Actively
Actively participating Remains passive
participating inparticipates inparticipate induring discussions.
discussions on it, in discussion
discussion situations. discussion.
analysing thejudgements made
Foresees theand reflecting on Foreseeing the
Ignores the practicalpractical
Unaware of the effects
practical
theimplications ofof decisions andimplications ofconsequences of implications ofdecisions anddecisions andproposals.
decisions andone’s own andproposals.
proposals.
others’ decisions approaches
Reflecting on theconsequences andeffects that one’s
decisions have onothers4

Participates
constructively in
discussions,contributing toconstruction of rich,shared reflection.

In discussions serves
as constructive pointof reference for others.

Gives importance toAnalyses the pros and proper evaluation ofcons of the effects of the pros and cons ofdecisions proposed. decisions andproposals.

Reflects on the
Simply accepts
Asks for, weighs andconsequences andothers’ observations
Recognises andtakes into accounteffects that own
and criticisms of own
accepts own mistakes. others’ feedback on
decisions have on
behaviour.
own conduct.
others.

Disciplinary example:
ARCHITECTURE
EQF Categories:

Knowledge

Skills(Wider) Competences

Architectural Creation & Architectural Creativity
Level/ Dimension

Graduates of Architecture are expected at level ….

6 / Conceptualising,
Designing, MaterialisingArchitecture

To have advanced knowledgeof theprocesses, concepts andcultural values guiding
architectural creation

7 / Conceptualising,
Designing, MaterialisingArchitecture

To have highly advanced
knowledge of the processes,
concepts and cultural values
guiding architectural creation,some of which will be at theforefront of their field

8 / Conceptualising,
Designing, MaterialisingArchitecture

Knowing in depth all the
relevant methods andtechniques of inquiry
related to a particular field ofstudy ofarchitecture

To have the advanced skills toformulate critically , elaborate
creatively and translateinnovatively into spatial forms
their own
architectural concepts
To have developed to a highprofessional level their ability
as architects to formulate
critically ,elaborate creatively andtranslate innovatively into
spatial forms theirown architectural concepts
Integrating previous
experience so as todemonstrate original creative
insights in the domain ofarchitecture

To be able to draw upon theknowledge and skills gained within
their architectural
studies so as to act and respondcritically and creatively in different
situations
To emerge as well-developed
personalities, able to draw upon theknowledge and skills gained within
their architectural studies so as to act
and respond critically and creatively
in situations that are complex,
unpredictable
and require new strategic
approaches
Comprehending the transferability of
their research capabilities to otherfields
Displaying professional, creative andscholarly integrity

Functioning with complete
creativeautonomy

Writing good Programme Learning
Outcomes
In other words:
A Learning Outcome indicates a level of achievement which can be
broken down in terms of indicators and descriptors and has been verified
in tests and/or examinations which should be transparent, reliable andvalid.
¾Each degree programme should be described in up to 15 to 20
learning outcomes statements.
¾Each module or unit should be based on up to 8 learning outcomesstatements. More is not feasible to be measured.
Crucial is the quality and comparability of tests and examinations !
¾In particular for mobility and (trans)national joint programmes¾Validity of the content of the programme as reflected in the degree:
What can an employer expect?

Programme Design and Delivery
5. Identify competences and formulate learning
outcomes for each module• Select the generic and subject specific competences tobe formed or enhanced in each module on the basis of the
Key Programme Competences identified under step 3.
• Formulate the learning outcomes for each competence tobe developed in the course unit.
6. Determine the approaches to teaching, learningand assessment• Decide how the competences can best be (further)developed and assessed, to achieve the intended learning
outcomes.
• Foresee a variety of approaches to learning, teaching
and assessment.

Programme Design and Delivery
7. Check whether the key generic and subject
specific competences are covered• Check progression paths of the key generic andsubject specific competences identified.
• Check whether all programme key generic and subject
specific competences are covered by themodules/course units.
8. Describe the programme and the course units• Prepare a programme description and course unit
descriptions on the basis of the profile, key
Programme Competences, Programme Learning
Outcomes, allocation of credits and the teaching,learning and assessment approaches identified.

Tuning Methodology

Progressionof Mastery

Programme Design and Delivery

9. Check balance and feasibility••

Check whether the completed programme is balanced in termsof the effort it requires and the competences to be achieved.
Check whether the credits have be allocated on soundprinciples and that the students can complete the individual
units and the whole programme within the allotted time.

Programme Design and Delivery

10. Implement, monitor and improve• Implement the degree programme and its components according to a•••clear structure and transparent implementation plan.
Monitor the degree programme and its components by making
use of both student and staff questionnaires to evaluate teaching,learning and assessment, as well as output information in terms of
success rates.
Use a feed back and feed forward system to analyse the outcomes of theevaluations and expected developments in the field with respect tosociety as well as to academia.
Use the information collected to enhance the degree programme
and its components.

Tuning Quality Circle

Thank you for your attention !

http://www.unideusto.org/tuningeu/