ECCE Education Task Force

ECCE Education Task ForceECCE Education Task Force

Prof. Iacint MANOLIUProf. Iacint MANOLIU (UAICR)(UAICR)

ECCE Task Force Education ChairmanECCE Task Force Education Chairman

First resultsFirst results

4242ndnd ECCE meeting, November 11 ECCE meeting, November 11thth – 12 – 12thth, 2005,, 2005,

Istanbul, TurkeyIstanbul, Turkey

of the Tuning Project with the of the Tuning Project with the participation of EUCEET and ECCEparticipation of EUCEET and ECCE

CONTENTCONTENT

1. What is Tuning

2. EUCEET-ECCE-Tuning – phases of the action

3. EUCEET-ECCE-Tuning – a chronology of the preparatory phase

4. EUCEET-ECCE-Tuning – the on-line consultation phase

5. EUCEET-ECCE-Tuning – first results of the on-line consultation

6. EUCEET-ECCE-Tuning – a final task : writing the “Summary of Tuning subject area findings”

What is Tuning?What is Tuning?

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 basis of diversity and

autonomy

Tuning Phase I 2001- 2002

Closing Conference Brussels, 31 May 2002

Tuning Phase II 2003 – 2004

Closing Conference Brussels, 21 May 2004

Tuning Phase III 2005 – 2006

Launching Conference Budapest, 22 - 23 April 2005

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 perspectivesDevelopment 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

FOCUS ON GENERIC COMPETENCES (GENERAL ACADEMIC SKILLS)

TARGET GROUPS:

• 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?

THE TUNING QUESTIONNAIRE

TYPES OF COMPETENCES MEASURED:• Instrumental competences: cognitive abilities,

methodological abilities, technological abilities and

linguistic abilities• Interpersonal competences: individual abilities like

social skills (social interaction and co-operation)• Systemic competences: abilities and skills concerning

whole systems (combination of understanding,

sensibility and knowledge; prior acquisition of

instrumental and interpersonal competences required)

THE TUNING QUESTIONNAIRE

7 Areas & 101 university depart. & 16 Countries Business Geology History Mathematics Physics Education Chemistry

Total number of respondents: 5183 Graduates 944 Employers 998 Academics

Data

Austria Belgium Denmark Finland France Germany Greece Iceland Ireland Italy Netherlands Norway Portugal Spain Sweden United

Kingdom

Thematic Networks and Tuning: Thematic Networks and Tuning: How to adapt and how to adopt How to adapt and how to adopt

the Tuning methodology?the Tuning methodology?

Tuning envisages co-operation with Thematic Networks at three

levels:

I. Exchange of Information

II. Cooperation as a Synergy Group

III. Cooperation as a Core Area

II.II. Cooperation as a Synergy Cooperation as a Synergy GroupGroup

Aim: Develop knowledge of Tuning Methodology

with regard to some of the Tuning lines.

Option made by EUCEET and ECCE:

- Line 1 Generic competences

Consultation of only of academics and employers

- Line 2 Subject specific competences

Consultation of academics

EUCEET –TuningA comparison

EUCEET Tuning

Area(s) 1 7

Universities 61 101

Countries 24 16

Total number of respondents

Graduates Employers Academics

76 7281151

5163 944 998

EUCEET-ECCE-Tuning EUCEET-ECCE-Tuning Phases of the actionPhases of the action

EUCEET-ECCE-TuningEUCEET-ECCE-Tuninga 4-phase actiona 4-phase action

I. The preparatory phase29 January 2004-10 December 2004

II. The on-line consultation phase1 March 2005-16 July 2005

III. Analysis of data resulting from the on-line consultation phase made by the Tuning specialist in statistics and by TUCEB

IV. Preparation of the “Summary of Tuning subject area findings”

EUCEET-ECCE-Tuning EUCEET-ECCE-Tuning preparatory phasepreparatory phase

A chronologyA chronology

● 29 January 200429 January 2004Brussels, TNs Coordinators meeting“All Thematic Networks must include Tuning elements in the proposal for 2004 – 2005” (Mr. Ettore Deodato, responsible for TNs in the DG Education and Culture)

● 16 February 200416 February 2004Paris, meeting of the EUCEET Management Committee MC decides to involve EUCEET as a synergy group in the Tuning Line 1 (Generic Competences) and Tuning Line 2 (Subject Specific Competences) and to found the EUCEET-Tuning Task Force chaired by Prof. Iacint Manoliu. It is also decided to ask Tuning MC to nominate Prof. Hendrik Ferdinande from Gent University as “Tuning expert” for EUCEET.

• 15 March 200415 March 2004GhentMeeting between Prof. Hendrik Ferdinande, nominated by Tuning Coordinator as a Tuning expert for EUCEET, and Prof. Iacint Manoliu

• 6 May 20046 May 2004Malta, 2nd EUCEET II General Assembly Prof. Hendrik Ferdinande makes in the plenary session a presentation on Tuning.

● 7 May 20047 May 2004Malta, after the closure of the 2nd EUCEET II General Assembly First meeting of the EUCEET-Tuning Task Force Attendance: 38 delegates from 31 universities partners in EUCEET II, coming from 21 countries.

Presentation of Prof. Ferdinande with the topic:“Thematic Network and Tuning. How to adopt and how to adapt the Tuning methodology?”

Discussions which followed made clear that:a.For Generic Competences, the 3 Questionnaires prepared by Tuning (for Graduates, for Employers and for Academics) have to be used.b.For Subject Specific Competences, a Questionnaire pertinent to Civil Engineering field must be produced by the EUCEET-Tuning Task Force

• 24 September 2004 24 September 2004 Paris, joint EUCEET Tuning Task Force and EUCEET MC meeting attended by:

• M-A. Cammarota (ENPC)

• R. Frank (ENPC)

• D.L. Smith (Imperial College)

• C. Kerr (Imperial College)

• A. Lovas (Budapest UTE)

• G. Farkas (Budapest UTE)

• P. Latinopoulos (AU Tessaloniki)

• E. Bratteland (NUST Trondheim)

• S. Majewski (SUT Gliwice)

• J.J. Aracil (ETSICCP Madrid)

• V. Kuraz (CTU Prague)

• R. Reinecke (IBR Munich)

• L. Boswell (City University London)

• M. Federau (IUT Odense)

• I. Manoliu (TUCEB)

• N. Radulescu (TUCEB)

A draft of the Questionnaire on Specific Conferences in civil Engineering is produced

• 11 November 200411 November 2004After consultations with Prof. Majewski, Prof. Manoliu sends to the members of the Task Force a new version of the questionnaire, containing 18 competences (instead of 21) and completed with commentaries.

● 24 November 200424 November 2004Meeting in Ghent between Prof. Hendrik Ferdinande and Prof. Iacint ManoliuProf. Ferdinande fully agreed with the Questionnaire and showed the report of the Tuning MC meeting in Bilbao, on 6 - 7 November 2004, in which a section was devoted to Thematic Networks.

• 27 September 200427 September 2004 An amendment on the draft is proposed by Iacint Manoliu and endorsed by members of the Task Force.

Introduction to questionnaire on the evaluation Introduction to questionnaire on the evaluation of the importance of of the importance of

specific competences for civil engineering specific competences for civil engineering

Below are presented a series of competences specific to your area. For each of them we would ask you to do two things:a. Indicate how important you think it is that a student should require the competence in his/her education for the First Cycle. Please use the values 1 to 4 according to the following key:1 = None, 2 = Weak, 3 = Considerable, 4 = Strong. Please, select the options in the corresponding box using the mouse of your computer.b. Indicate how important you think it is that a student should acquire the competence in his/her education for the second cycle. Please use the values 1 to 4 according to the following key: 1 = None, 2 = Weak, 3 = Considerable, 4 = Strong. Please select the option in the corresponding box using the mouse of your computer.Important note. By preparing the questionnaire, the EUCEET Tuning Task Force considered that the First Cycle is leading to a degree being by itself "relevant to the European labour market", as required by the Bologna Declaration.Some of the competences listed below and commentaries are adapted from the outcomes defining the "Body of knowledge" developed in 2003 by a Committee of the American Society of Civil Engineers.

In the "Body of knowledge", three levels of competence are defined, as follows:

● Level 1 (Recognition) represents a reasonable level of familiarity with a concept. At this level, the engineer is familiar with a concept, but lacks the knowledge to specify and procure solutions without additional expertise. For example, an engineer might recognize that a particular architectural plan poses significant construction difficulties without having the expertise to devise improved construction or design alternatives.

● Level 2 (Understanding) implies a thorough mental grasp and comprehension of a concept or topic. Understanding requires more than abstract knowledge and is the basis for creative developing and practical applying this knowledge. Understanding refers not only to the scientific and technical aspects, but to the ethical consequences and responsibility as well.

● Level 3 (Ability) is a capability to perform with competence. An engineer with the ability to design a particular system can take responsibility for the system, identifying all the necessary aspects of the design, and match objectives with appropriate technological solutions. As an engineer develops, the engineer’s abilities also develop so that more challenging and difficult problems can be solved.

Civil EngineeringQuestionnaire for academics

Specific competences

Importancefor first cycle

none = 1weak = 2

considerable = 3strong = 4

Importance for second cycle

none = 1weak = 2

considerable = 3strong = 4

1. An ability to apply knowledge of mathematics and other basic subjects

2. An ability to use knowledge of mechanics, applied mechanics and of other core subjects relevant to civil engineering

3. An ability to design a system or a component to meet desired needs

4. An ability to identify, formulate and solve common civil engineering problems

5. An ability to identify, formulate and solve complex civil engineering problems

6. An understanding of the interaction between technical and environmental issues and ability to design and construct environmentally friendly civil engineering works

7. An ability to design and conduct experiments, as well as analyse and interpret data

8. An ability to identify research needs and necessary resource

9. An ability to use the techniques, skills and modern engineering tools, including IT, necessary for engineering practice

10. An ability to apply knowledge in a specialized area related to civil engineering

11. An understanding of the elements of project and construction management of common civil engineering works

12. An understanding of the elements of project and construction management of complex civil engineering works

13. An understanding of professional and ethical responsibility of civil engineers

14. An understanding of the impact of solutions for civil engineering works in a global and societal context

15. An ability to communicate effectively

16. An understanding of the role of the leader and leadership principles and attitudes

17. A recognition of the need for, and the ability to engage in, life-long learning

18. An ability to function in multi-disciplinary teams

General Competences

1. Ability to work in an interdisciplinary team

2. Appreciation of diversity and multiculturality

3. Basic knowledge of the field of study

4. Basic knowledge of the profession

5. Capacity for analysis and synthesis

6. Capacity for applying knowledge in practice

7. Capacity for generating new ideas (creativity)

8. Capacity to adapt to new situations

9. Capacity to learn

10. Critical and self-critical abilities

11. Decision-making

12. Elementary computing skills (word processing, database, other utilities)

13. Ethical commitment

14. Interpersonal skills

15. Knowledge of a second language

16. Oral and written communication in your native language

17. Research skills

CIVIL ENGINEERING: Generic Competences

Questionnaire for academics and employersQuestionnaire for academics and employers

Listed below are the 17 competences which have been considered in the project Tuning Educational Structures in Europe as most important for the professional development of university graduates, regardless the degree and the field.

Please rank below the five most important competences according to your opinion.

Please write the number of the item within the box.

Mark on the first box the most important, on the second box the second most important and so on.

1. Item number

2. Item number

3. Item number

4. Item number

5. Item number

● 24 November 200424 November 2004Excerpts from the Report of the Tuning MC meeting in Bilbao:“Thematic NetworksThe project coordinators thank all MC members for the work they have done as Tuning counsellors over the past year. It has been time consuming but rewarding. However, for Tuning III in which about 20 TN’s will apply the Tuning approach, a more targeted and less energy taking procedure is needed. So far Tuning and the TN’s were in a process of information. Some of the TNs are quite advanced in applying Tuning, others are not”.

• 29 November 200429 November 2004Pablo Beneitone from Deusto University sends the template produced during the Tuning MC meeting in Bilbao for the use of TNs.

• 99 DecemberDecember 2004 2004Pablo. Beneitone writes to Prof. Manoliu:“If you want to conduct the consultation shortly, we could give you an on-line platform to do it.We could put the questionnaire on-line and you could inform your partners that they should complete the questionnaire on-line.” • 1010 DecemberDecember 2004 2004At the EUCEET II Management Committee meeting in Barcelona, a State-of-the-art of EUCEET-Tuning is presented by I. Manoliu, along with the offer made by Tuning Coodinator, Deusto University. The Management Committee decides unanimously the use the consultation on-line. It is decided also that surveys will be undertaken only among academics and employers, skipping the survey among graduates. A plan of action concerning the involvement of EUCEET in Tuning is adopted.

EUCEET-ECCE-TuningEUCEET-ECCE-Tuning

The on-line consultation phaseThe on-line consultation phase

• 1st February 2005Meeting of Tuning Coordinator with TNs representatives BrusselsAn agreement on the involvement of EUCEET II in Tuning is concluded in the following terms: • surveys only among academics and employers • the same questionnaire on generic competences for both academic and employers, namely the questionnaire with 17 generic competences prepared by Tuning for academics • respondents to be asked to rank the first 5 (among 17) of the generic competences • survey to be conducted on-line using the facilities of Deusto University

• 20 February 2005The list of usernames for academics and for employers for the on-line consultation is sent by Deusto University

• 1st March 2005A letter providing the usernames and the invitation for participation in the consultation on-line is sent by ENPC to all EUCEET II partners

List of usernames for countriesList of usernames for countries

No CountryCode

country

Generic Competences

Employers

101 Austria AT 7EGE101

102 Belgium BE 7EGE102

103 Bulgaria BG 7EGE103

104 Cyprus CY 7EGE104

105 Czech Republic CZ 7EGE105

106 Germany DE 7EGE106

107 Denmark DK 7EGE107

108 Estonia EE 7EGE108

109 Spain ES 7EGE109

110 Finland FI 7EGE110

111 France FR 7EGE111

112 Greece GR 7EGE112

113 Hungary HU 7EGE113

114 Ireland IE 7EGE114

115 Iceland IS 7EGE115

116 Italy IT 7EGE116

117 Lithuania LT 7EGE117

118 Latvia LV 7EGE118

119 Malta MT 7EGE119

120 Netherlands NL 7EGE120

121 Norway NO 7EGE121

122 Poland PL 7EGE122

123 Portugal PT 7EGE123

124 Romania RO 7EGE124

125 Sweden SE 7EGE125

126 Slovenia SI 7EGE126

127 Slovakia SK 7EGE127

128 Turkey TR 7EGE128

129 United Kingdom UK 7EGE129

• 2323rdrd April 2005 April 2005

Meeting of Tuning Coordinator with TNs Meeting of Tuning Coordinator with TNs representatives, Budapestrepresentatives, Budapest

“Tuning and the Thematic Networks: the way ahead”

An extension of the deadline of the on-line consultation until 15th July 2005 is obtained

ACADEMICS - GENERIC COMPETENCESANSWERS EVOLUTION

0

200

400

600

800

1000

1200

APRIL MAY JUNE JULY AUG

No

OF

AN

SW

ER

S1163

901

621

239

109

ACADEMICS - SPECIFIC COMPETENCESANSWERS EVOLUTION

0

200

400

600

800

1000

1200

APRIL MAY JUNE JULY AUG

No

OF

AN

SW

ER

S

1179

897

595

252

111

EMPLOYERS - GENERIC COMPETENCESANSWERS EVOLUTION

0

100

200

300

400

500

600

700

800

900

APRIL MAY JUNE JULY AUGUST

NO

OF

RE

CE

IVE

D A

NS

WE

RS

778

617

388

186

90

One of the hundreds e-mails received One of the hundreds e-mails received during the EUCEET-ECCE-Tuning during the EUCEET-ECCE-Tuning

exercise:exercise:

““I am the Dean and therefore my I am the Dean and therefore my answers are official. answers are official.

Can you tell me what will the others say Can you tell me what will the others say that can be different from the official that can be different from the official

answeranswer?”?”


First results of the on-line First results of the on-line consultationconsultation

1. Analysis made by the Tuning specialist in statistics, Mr. Paul Laka from Deusto University, who sent on 22 September 2005 the following pp presentation

Cluster sampling:

Respondents clustered within universities or countries

Assumptions of Simple Random Sampling (SRS) may not be valid: respondents are not strictly independent as subjected to a cluster effect,...

SURVEY SAMPLING

Design effect:

Clustered design is widely used in research and does not represent a source of bias

Cluster sampling affects the survey sampling error: it is increased depending on differences in measured items among clusters

Further analysis:

Simple Random Sampling estimates and procedures will not be used in either univariate or multivariate analysis

All further estimates and conclusions take into account the clustered nature of data at country level

SPECIFIC COMPETENCESSPECIFIC COMPETENCES

Sample distribution: Specific CompetencesGermany 58Denmark 29Estonia 27Spain 43France 42Greece 70Hungary 86Ireland 5Italy 75Lithuania 17Latvia 19Netherlands 10Norway 18Poland 167Portugal 40Romania 234Sweden 1Slovenia 47Slovakia 33Turkey 45United Kingdom 36

TOTAL 1179

Shorter label Descriptor

1. apply knowledge of mathematics An ability to apply know ledge of mathematics and other basic subjects

2. mechanics, applied mechanicsAn ability to use know ledge of mechanics, applied mechanics and of other core

subjects relevant to civil engineering

3. design a system to meet desired needs An ability to design a system or a component to meet desired needs

4. solve common civil engineering problems An ability to identify, formulate and solve common civil engineering problems

5. solve complex civil engineering problems An ability to identify, formulate and solve complex civil engineering problems

6. interaction between technical and environmental An understanding of the interaction betw een technical and environmental issues and

ability to design and construct environmentally f riendly civil engineering w orks

7. design and conduct experiments, An ability to design and conduct experiments, as w ell as analyse and interpret data

8. identify research needs and necessary resources An ability to identify research needs and necessary resources

9. use the techniques, sk ills and modern toolsAn ability to use the techniques, skills and modern engineering tools, including IT,

necessary for engineering practice

10. apply knowledge in a specialized area An ability to apply know ledge in a specialized area related to civil engineering

11. management of common worksAn understanding of the elements of project and construction management of

common civil engineering w orks

12. management of complex worksAn understanding of the elements of project and construction management of

complex civil engineering w orks

13. professional and ethical responsibility An understanding of professional and ethical responsibility of civil engineers

14. the impact of solutions An understanding of the impact of solutions for civil engineering w orks in a global

and societal context

15. communicate effectively An ability to communicate effectively

16. the role of the leader An understanding of the role of the leader and leadership principles and attitudes

17. need for life-long learning A recognition of the need for, and the ability to engage in, life-long learning

18. function in multi-disciplinary teams An ability to function in multi-disciplinary teams

Shorter labels are used for each item:

EUCEET: Specific Competences 1st CYCLE

1

2

3

4

8. id

enti

fy r

esea

rch

nee

ds

and

nec

essa

ryre

sou

rces

5. s

olv

e co

mp

lex

civi

l en

gin

eeri

ng

pro

ble

ms

12. m

anag

emen

t o

f co

mp

lex

wo

rks

7. d

esig

n a

nd

co

nd

uct

exp

erim

ents

,

16. t

he

role

of

the

lead

er

10. a

pp

ly k

no

wle

dg

e in

a s

pec

ializ

ed a

rea

14. t

he

imp

act

of

solu

tio

ns

11. m

anag

emen

t o

f co

mm

on

wo

rks

6. in

tera

ctio

n b

etw

een

tec

hn

ical

an

den

viro

nm

enta

l

3. d

esig

n a

sys

tem

to

mee

t d

esir

ed n

eed

s

18. f

un

ctio

n in

mu

lti-

dis

cip

linar

y te

ams

17. n

eed

fo

r lif

e-lo

ng

lear

nin

g

9. u

se t

he

tech

niq

ues

, ski

lls a

nd

mo

der

n t

oo

ls

13. p

rofe

ssio

nal

an

d e

thic

al r

esp

on

sib

ility

4. s

olv

e co

mm

on

civ

il en

gin

eeri

ng

pro

ble

ms

15. c

om

mu

nic

ate

effe

ctiv

ely

1. A

pp

ly k

no

wle

dg

e o

f m

ath

emat

ics

2. m

ech

anic

s, a

pp

lied

mec

han

ics

95% Confidence intervals, ordered competences

EUCEET: Specific Competences 2nd CYCLE

1

2

3

4

16. t

he

role

of

the

lead

er

14. t

he

imp

act

of

solu

tio

ns

12. m

anag

emen

t o

f co

mp

lex

wo

rks

8. id

enti

fy r

esea

rch

nee

ds

and

nec

essa

ryre

sou

rces

11. m

anag

emen

t o

f co

mm

on

wo

rks

7. d

esig

n a

nd

co

nd

uct

exp

erim

ents

,

6. in

tera

ctio

n b

etw

een

tec

hn

ical

an

den

viro

nm

enta

l

13. p

rofe

ssio

nal

an

d e

thic

al r

esp

on

sib

ility

1. A

pp

ly k

no

wle

dg

e o

f m

ath

emat

ics

17. n

eed

fo

r lif

e-lo

ng

lear

nin

g

10. a

pp

ly k

no

wle

dg

e in

a s

pec

ializ

ed a

rea

18. f

un

ctio

n in

mu

lti-

dis

cip

linar

y te

ams

9. u

se t

he

tech

niq

ues

, ski

lls a

nd

mo

der

n t

oo

ls

15. c

om

mu

nic

ate

effe

ctiv

ely

5. s

olv

e co

mp

lex

civi

l en

gin

eeri

ng

pro

ble

ms

4. s

olv

e co

mm

on

civ

il en

gin

eeri

ng

pro

ble

ms

3. d

esig

n a

sys

tem

to

mee

t d

esir

ed n

eed

s

2. m

ech

anic

s, a

pp

lied

mec

han

ics

95% Confidence intervals, ordered competences

EUCEET: Specific Competences 1st & 2nd CYCLE

1

2

3

4

1. A

pp

ly k

no

wle

dg

e o

fm

ath

emat

ics

2. m

ech

anic

s, a

pp

lied

mec

han

ics

3. d

esig

n a

sys

tem

to

mee

t d

esir

ed n

eed

s

4. s

olv

e co

mm

on

civ

ilen

gin

eeri

ng

pro

ble

ms

5. s

olv

e co

mp

lex

civi

len

gin

eeri

ng

pro

ble

ms

6. in

tera

ctio

n b

etw

een

tech

nic

al a

nd

envi

ron

men

tal

7. d

esig

n a

nd

co

nd

uct

exp

erim

ents

,

8. id

enti

fy r

esea

rch

nee

ds

and

nec

essa

ryre

sou

rces

9. u

se t

he

tech

niq

ues

,sk

ills

and

mo

der

n t

oo

ls

10. a

pp

ly k

no

wle

dg

e in

asp

ecia

lized

are

a

11. m

anag

emen

t o

fco

mm

on

wo

rks

12. m

anag

emen

t o

fco

mp

lex

wo

rks

13. p

rofe

ssio

nal

an

det

hic

al r

esp

on

sib

ility

14. t

he

imp

act

of

solu

tio

ns

15. c

om

mu

nic

ate

effe

ctiv

ely

16. t

he

role

of

the

lead

er

17. n

eed

fo

r lif

e-lo

ng

lear

nin

g

18. f

un

ctio

n in

mu

lti-

dis

cip

linar

y te

ams

1st Cycle

2nd Cycle

Competences by order in questionnaire


1

2

3

4

8. id

enti

fy r

esea

rch

nee

ds

and

nec

essa

ryre

sou

rces

5. s

olv

e co

mp

lex

civi

len

gin

eeri

ng

pro

ble

ms

12. m

anag

emen

t o

fco

mp

lex

wo

rks

7. d

esig

n a

nd

co

nd

uct

exp

erim

ents

,

16. t

he

role

of

the

lead

er

10. a

pp

ly k

no

wle

dg

e in

asp

ecia

lized

are

a

14. t

he

imp

act

of

solu

tio

ns

11. m

anag

emen

t o

fco

mm

on

wo

rks

6. in

tera

ctio

n b

etw

een

tech

nic

al a

nd

envi

ron

men

tal

3. d

esig

n a

sys

tem

to

mee

t d

esir

ed n

eed

s

18. f

un

ctio

n in

mu

lti-

dis

cip

linar

y te

ams

17. n

eed

fo

r lif

e-lo

ng

lear

nin

g

9. u

se t

he

tech

niq

ues

,sk

ills

and

mo

der

n t

oo

ls

13. p

rofe

ssio

nal

an

det

hic

al r

esp

on

sib

ility

4. s

olv

e co

mm

on

civ

ilen

gin

eeri

ng

pro

ble

ms

15. c

om

mu

nic

ate

effe

ctiv

ely

1. A

pp

ly k

no

wle

dg

e o

fm

ath

emat

ics

2. m

ech

anic

s, a

pp

lied

mec

han

ics

1st Cycle

2nd Cycle

Competences ordered according to 1st cycle


1

2

3

4

16. t

he

role

of

the

lead

er

14. t

he

imp

act

of

solu

tio

ns

12. m

anag

emen

t o

fco

mp

lex

wo

rks

8. id

enti

fy r

esea

rch

nee

ds

and

nec

essa

ryre

sou

rces

11. m

anag

emen

t o

fco

mm

on

wo

rks

7. d

esig

n a

nd

co

nd

uct

exp

erim

ents

,

6. in

tera

ctio

n b

etw

een

tech

nic

al a

nd

envi

ron

men

tal

13. p

rofe

ssio

nal

an

det

hic

al r

esp

on

sib

ility

1. A

pp

ly k

no

wle

dg

e o

fm

ath

emat

ics

17. n

eed

fo

r lif

e-lo

ng

lear

nin

g

10. a

pp

ly k

no

wle

dg

e in

asp

ecia

lized

are

a

18. f

un

ctio

n in

mu

lti-

dis

cip

linar

y te

ams

9. u

se t

he

tech

niq

ues

,sk

ills

and

mo

der

n t

oo

ls

15. c

om

mu

nic

ate

effe

ctiv

ely

5. s

olv

e co

mp

lex

civi

len

gin

eeri

ng

pro

ble

ms

4. s

olv

e co

mm

on

civ

ilen

gin

eeri

ng

pro

ble

ms

3. d

esig

n a

sys

tem

to

mee

t d

esir

ed n

eed

s

2. m

ech

anic

s, a

pp

lied

mec

han

ics

1st Cycle

2nd Cycle

Competences ordered according to 2nd cycle


1

2

3

4

1. A

pp

ly k

no

wle

dg

e o

fm

ath

emat

ics

2. m

ech

anic

s, a

pp

lied

mec

han

ics

15. c

om

mu

nic

ate

effe

ctiv

ely

13. p

rofe

ssio

nal

an

det

hic

al r

esp

on

sib

ility

11. m

anag

emen

t o

fco

mm

on

wo

rks

17. n

eed

fo

r lif

e-lo

ng

lear

nin

g

9. u

se t

he

tech

niq

ues

,sk

ills

and

mo

der

n t

oo

ls

14. t

he

imp

act

of

solu

tio

ns

4. s

olv

e co

mm

on

civ

ilen

gin

eeri

ng

pro

ble

ms

18. f

un

ctio

n in

mu

lti-

dis

cip

linar

y te

ams

6. in

tera

ctio

n b

etw

een

tech

nic

al a

nd

envi

ron

men

tal

16. t

he

role

of

the

lead

er

3. d

esig

n a

sys

tem

to

mee

t d

esir

ed n

eed

s

12. m

anag

emen

t o

fco

mp

lex

wo

rks

10. a

pp

ly k

no

wle

dg

e in

asp

ecia

lized

are

a

7. d

esig

n a

nd

co

nd

uct

exp

erim

ents

,

8. id

enti

fy r

esea

rch

nee

ds

and

nec

essa

ryre

sou

rces

5. s

olv

e co

mp

lex

civi

len

gin

eeri

ng

pro

ble

ms

1st Cycle

2nd Cycle

Competences ordered according to differences between cycles

ITEMS where countries showed some significant heterogeneity

FIRST CYCLE

1. Apply knowledge of mathematics

3. design a system to meet desired needs

4. solve common civil engineering problems

5. solve complex civil engineering problems

8. identify research needs and necessary resources

9. use the techniques, skills and modern tools

11. management of common works

12. management of complex works

13. professional and ethical responsibility

16. the role of the leader

17. need for life-long learning

(meaning that at least one of the countries showed a significantdifference from the overall mean, <1%))

SECOND CYCLE

5. solve complex civil engineering problems

7. design and conduct experiments, 8. identify research needs and necessary resources

9. use the techniques, skills and modern tools 12. management of complex works 13. professional and ethical responsibility

14. the impact of solutions 16. the role of the leader 17. need for life-long learning

18. function in multi-disciplinary teams

GENERIC COMPETENCESGENERIC COMPETENCES

Sample distribution: Generic CompetencesACADEMICS EMPLOYERS

Belgium 5 9Bulgaria 28 16Czech Republic 31 19Germany 55 41Denmark 36 2Estonia 30 16Spain 49 68France 40 20Greece 82 56Hungary 88 8Ireland 5 2Italy 64 17Lithuania 19 19Latvia 20 22Netherlands 12 -Norway 20 24Poland 162 65Portugal 37 26Romania 233 177Slovenia 36 41Slovakia 28 6Turkey 42 60United Kingdom 29 14TOTAL 1151 728

Shorter labels are used for each item:

Competence number Shorter label Descriptor

1 work in an interdisciplinary team Ability to work in an interdisciplinary team2 diversity and multiculturality Appreciation of diversity and multiculturality3 knowledge area Basic knowledge of the field of study4 knowledge profession Basic knowledge of the profession5 analysis and synthesis Capacity for analysis and synthesis6 applying knowledge in practice Capacity for applying knowledge in practice7 generating new ideas Capacity for generating new ideas (creativity)8 adapt to new situations Capacity to adapt to new situations9 learn Capacity to learn

10 critical abilities Critical and self-critical abilities11 decision-mak ing Decision-making12 computing sk ills Elementary computing skills (word processing, database, other utilities)13 ethical commitment Ethical commitment14 interpersonal sk ills Interpersonal skills15 second language Knowledge of a second language16 oral and written communication Oral and written communication in your native language17 research sk ills Research skills

0 0,5 1 1,5 2 2,5

2. diversity and multiculturality

17. research skills

14. interpersonal skills

12. computing skills

16. oral and written communication

13. ethical commitment

15. second language

10. critical abilities

11. decision-making

8. adapt to new situations

1. work in an interdisciplinary team

7. generating new ideas

9. learn

4. knowledge profession

5. analysis and synthesis

6. applying knowledge in practice

3. knowledge area

EUCEET: Generic Competences RANKING, AcademicsD

ecreasing ranking

3. knowledge area6. applying knowledge in practice5. analysis and synthesis4. knowledge profession

9. learn7. generating new ideas 1. work in an interdisciplinary team

8. adapt to new situations11. decision-making

10. critical abilities15. second language13. ethical commitment16. oral and written communication12. computing skills14. interpersonal skills

17. research skills2. diversity and multiculturality

The original ranking in 17

positions could be pooled into five groups so any ranking difference

between items in the same group is statistically non

significant (<1%)

GROUP 1

GROUP 2

GROUP 3

GROUP 4

GROUP 5

Decreasing ranking

EUCEET: Generic Competences RANKING, Academics

0 0,5 1 1,5 2 2,5

2. diversity and multiculturality

17. research skills

13. ethical commitment


10. critical abilities

15. second language

16. oral and written communication

14. interpersonal skills


8. adapt to new situations

9. learn

11. decision-making

3. knowledge area




6. applying knowledge in practice

EUCEET: Generic Competences RANKING, EmployersD

ecreasing ranking

The original ranking in 17

positions could be pooled into five groups so any ranking difference

between items in the same group is statistically non

significant (<1%)

GROUP 1

GROUP 2

GROUP 3

GROUP 4

GROUP 5

Decreasing ranking

EUCEET: Generic Competences RANKING, Employers

6. applying knowledge in practice4. knowledge profession

5. analysis and synthesis1. work in an interdisciplinary team3. knowledge area11. decision-making9. learn8. adapt to new situations


14. interpersonal skills16. oral and written communication15. second language10. critical abilities12. computing skills13. ethical commitment

17. research skills2. diversity and multiculturality

Ranking academics

Ranking employers

3. knowledge area 1 56. applying knowledge in practice 2 15. analysis and synthesis 3 34. knowledge profession 4 29. learn 5 77. generating new ideas 6 91. work in an interdisciplinary team 7 48. adapt to new situations 8 811. decision-making 9 610. critical abilities 10 1315. second language 11 1213. ethical commitment 12 1516. oral and written communication 13 1112. computing skills 14 1414. interpersonal skills 15 1017. research skills 16 162. diversity and multiculturality 17 17

Spearman correlation coefficient between both rankings

0,87745098r =

Greatest ranking differencs

ITEMS where countries showed some significant heterogeneity(meaning that at least one of the countries showed a significantdifference from the overall mean, <1%)

ACADEMICS – Generic competences


3. knowledge area




1. ACADEMICS

2. EMPLOYERS

None of the items showed a significant heterogeneity among countries


A final task: writing the A final task: writing the ““Summary of Tuning Summary of Tuning

subject area findingssubject area findings””

Template for summary of Tuning subject area findings

[Name of Subject Area]

Introduction to the subject area[maximum 2000 characters including spaces]A general description of the subject area and its key characteristics: is it understood in the same way in all European countries or are there relevant differences; are there any other particular aspects that should be mentioned in an overview.

Degree profile(s)[in table form]

Typical degrees offered in the subject area• First cycle in (name subject area / specific parts) • Second cycle in (name subject area / specific parts) • Third cycle in (name subject area / specific parts)

Typical occupations of the graduates in the subject area (map of professions)• First cycle• Second cycle• Third cycle

Role of subject area in other degree programmes[maximum 1000 characters including spaces]Which programmes and in what way.

Learning outcomes & competences - level cycle descriptors [in table form]• First cycle (subject specific and generic)• Second cycle (subject specific and generic)• Third cycle (subject specific and generic)Which are the main learning outcomes expressed in the relevant subject specific and generic competences (from the Tuning list of generic competences) for the different cycles, taking into account the level of the competence (what the graduate knows and is able to do) that has to be achieved. Consultation process with stakeholders [maximum 1000 characters including spaces]

Workload and ECTSWorkload of the typical degree programmes expressed in ECTS-credits:

• First cycle (180-240?)• Second cycle (60-90-120?)• Third cycle (120-180-240?)

Trends and differences within the European higher education area in this subject area. [maximum 2000 characters including spaces]

Learning, teaching & assessment[maximum 4000 characters including spaces]Three example of best practice in learning, teaching and assessment to achieve competences relevant to the subject area.

Quality enhancement[maximum 2000 characters including spaces]Subject area related observations on the use of Tuning tools in programme design, delivery, monitoring and improvement.

Actual content and deadline : Actual content and deadline : to be discussed and agreed upon with Tuning to be discussed and agreed upon with Tuning

CoordinatorCoordinator

Documents

ECCE Education Task Force