This Journal facilitates the individual and collaborative efforts of hundreds of international researchers who are working to develop innovative and sustainable higher education around the world. The Journal concentrates on the development of degree programmes and the challenges of their recognition, relevance and quality; as well as on teaching, learning and assessment strategies based on a student-centred approach.

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The Globethics.net library contains articles of Tuning Journal for Higher Education as of vol. 1(2013) to current.

Recent Submissions

  • Young people’s uncertainty about the future: Education system, training, and transition to employment in Spain

    Moreno López, Roberto; Universidad de Castilla-La Mancha; Esteban Ramiro, Beatriz; Universidad de Castilla-La Mancha; Barranco Barroso, Rut; Universidad de Castilla-La Mancha (University of Deusto, 2020-05-19)
    The general context of precariousness of employment affects youth in Spain. Delving deeper into the axes that traverse this uncertainty, we present part of a cross-sectional study on the perception of young people in the city of Toledo, in which an ad hoc questionnaire was used for data collection to compare the results at the Spanish and European level. The sample includes 505 people aged between 16 and 24 years. The main findings indicate a general dissatisfaction with the training received and a lack of adaptation of the transition system to the labor market, elements that repeat themselves in the perception of different agents regarding this context. Significant differences were found regarding the perception of problems considering the education level of the parents and aspects related to the autonomy of the young people, such as living independently or living off of their own income. This represents clear similarities with young Europeans and especially in the Spanish case but presents specific difficulties for young people in regions such as Castilla-La Mancha.Received: 09 October 2019Accepted: 23 March 2020Published online: 19 May 2020
  • Editorial

    Gobbi, Mary (University of Deusto, 2020-05-19)
    Live life when you have it. Life is a splendid gift-there is nothing small about it (Florence Nightingale).For those whose time has been cut short by the coronavirus, we dedicate this edition of the Journal. To our readers who have lost loved ones, we offer our deepest condolences, thoughts and, for those of faith, our prayers..Published online: 19 May 2020
  • Investigating the effect of clicker use on problem-solving among adult learners: A cross-sectional survey

    Research Center for Humanities, Deanship of Scientific Research, King Saud University. (KSU-HE-19-234); Bin Mubayrik, Haifa Fahad; King Saud University (University of Deusto, 2020-05-19)
    Classroom response systems (clickers) have been found to engage and attract student attention and facilitate the practical application of key ideas to solve problems. This study was designed to investigate the effects of clicker use on problem-solving among adult learners. A self-administered questionnaire was distributed to 60 students after giving them actual case studies for problem-solving using PowerPoint slides. An equal number of participants were assigned to each of the control (n=30) and experimental groups (n=30). Although both groups engaged in the same problem-solving tasks, the experimental group used clickers as a learning tool in the classroom. Data were analyzed using frequency, means, exploratory factor analysis, the Friedman ranking test, and linear regression analysis. The study findings revealed overall positive responses toward using clickers in the classroom. They also suggested that clickers encouraged thinking and problem-solving. It is concluded that problem-solving learning in adult education appears to be more effective when accompanied by clicker use than through conventional teaching methods.Received: 26 September 2019Accepted: 04 March 2020Published online: 19 May 2020
  • Analysis of curriculum processes for the development of competencies in engineering education

    Graffigna Vaggione, Ana María; Universidad Nacional de San Juan; Ghilardi, Lucía Mabel; Universidad Nacional de San Juan; Dávila, María Amelín; Universidad Nacional de San Juan (University of Deusto, 2020-05-19)
    This work presents the advances being made on a research project addressing curriculum processes for the development of competencies at the San Juan National University’s Faculty of Engineering (Argentina) in the framework of institutional policies that seek to make its programs of study appropriate for the second generation of accreditation standards. This is an exploratory, descriptive and interpretative study that is currently in the analytic phase, during which time we have carried out a characterization of the study plans currently in force for seven engineering programs in place at the university. In this sense, we describe both the institutional transformation related to the creation of accreditation standards and the perspectives of institutional actors as regards the curriculum design of the San Juan National University Faculty of Engineering’s programs, analyzing the institutional dynamic that emerges from said process.Received: 27 December 2019Accepted: 04 March 2020Published online: 19 May 2020 
  • The characteristics of PhD programs at Saint-Petersburg State University (SPSU): The transformation of generic competences of PhD students in Political Science

    Deusto International Tuning Academy (DITA) at the University of Deusto; Maria Yarosh; Ladislas Bizimana Kayinamura; Edinova, Maria; Saint-Petersburg State University (University of Deusto, 2020-05-19)
    The aim of this article is to explore the characteristics of the new model of PhD programs (using the case of SPSU) and to test the following hypothesis: the new model of PhD programs in Saint-Petersburg State University (SPSU) is relevant and useful for innovative development and knowledge economy formation. The hypothesis was tested according to the following tasks: 1) Analysis of the cooperation of main actors or dialog between actors in the case of the Faculty of Political Science (SPSU); 2) Estimate of changes in completion rates in the case of the Faculty of Political Science at SPSU; and 3) Exploration of the motivations of PhD students in the case of the Faculty of Political Science at SPSU. The new model of PhD programs affects the structure of communication and coordination channels between all stakeholders. It also supports the necessity of such incorporation channels for the development of educational programs. Network analysis shows that SPSU is the main actor in the decision-making processes for the development of methodological and scientific programs. Other governmental bodies, NGOs, and institutes are also included in this process. Discourse analysis and a review of questionnaire data show the first perceptions of the new model of PhD program. The new model is changing the completion rates by introducing a new measurement: the Diploma “Researcher. Teacher-Researcher”. An overview of general competences at SPSU proved that core competences of this program correlate with soft skills and encourage the development of systematic and critical thinking, project management and cooperation skills. In addition they provide the possibility to build inter-cultural channels of self-development and to work with information.Received: 11 March 2019Accepted: 17 March 2020Published online: 19 May 2020
  • Editors’ Acknowledgements

    TJHE, Editorial Team (University of Deusto, 2020-05-19)
  • Introduction

    Gobbi, Mary (University of Deusto, 2020-05-19)
    This edition of the Journal shows how different strategies – whether at the macro or micro level – are employed by Higher Education Institutions to address the ‘soft’ or ‘employment’ skills and experiences that prepare (post) graduates entering the labour market. While it is expected that graduates have acquired the necessary subject specific and generic competences associated with their field of study, these papers discuss how it is increasingly important that graduates can make positive transitions into the different dimensions of the employment market: be it at local or global level.Published online: 19 May 2020
  • Stakeholder perspectives on general competences: The case of graduates of Vietnam National University, Hanoi

    Vietnam National University Hanoi; VNU Institution for Education Quality Assurance; Tuning Academy; Mai, Lan Thi Quynh; Vietnam National University Hanoi (University of Deusto, 2020-05-19)
    This research draws from theories of graduate employability and transferable skills and the TASE project’s 13 graduate competences model, to explore the evaluation of the various stakeholders concerning the degree to which VNU graduates have acquired general competences. The survey measured three variables: (i) importance, (ii) achievement and (iii) priority, using the four categories of ‘none’, ‘weak’, ‘considerable’, and ‘strong’. Between February and December 2018, a total of 818 informants agreed to participate, including 168 employers, 152 alumni, 189 students who had just graduated in 2018 or were about to graduate, 51 lecturers and university managers, and 258 students. The importance of the 13 general competences was rated more highly than graduate achievement. The ability to uphold professional, moral and ethical values was rated by VNU employers as of greatest importance and the highest achievement. Similarly, VNU students and alumni rated this ability as their highest achievement. The ability to conduct research and the ability to understand, value, and respect diversity and multiculturalism were rated as of lowest importance by VNU employers. The former (ability to conduct research) was rated as of lowest importance by VNU alumni and their lowest achievement by both VNU alumni and VNU students. VNU students rated the latter ability (to understand, value, and respect diversity and multiculturalism) as of least importance. The ability to initiate, plan, organise, implement and evaluate courses of action was rated the lowest achievement by VNU employers. The ability to apply knowledge in practice was considered of greatest importance by both VNU students and alumni, but for the latter group this ability ranked equally with the ability to communicate clearly and effectively. Students gave most of their own general competences a significantly lower rating than that given by employers to alumni achievement.Received: 26 June 2019Accepted: 13 March 2020Published online: 19 May 2020
  • Four years of TJHE at a glance

    Donà dalle Rose, Luigi F.; University of Padova; Serbati, Anna; University of Padova (University of Deusto, 2019-11-29)
    As an answer to a kind invitation from the present Editor Prof Mary Gobbi, we dare to share as past TJHE Editors some reflections about our four-year period, which edited 8 issues out of a total of 12 issues since when the Journal was born (2013).Published online: 29 November 2019
  • Competence-based approach to a module design for the Master Degree Programme in Translation: Challenge of Tuning Russia Tempus Project

    Russian Science Foundation grant 17-78-30029; Zabotkina, Vera; Russian State University for the Humanities; Korovkina, Marina; MGIMO University; Sudakova, Olga; Russian State University for the Humanities (University of Deusto, 2019-11-29)
    The article demonstrates the application of the modular competence-based approach for the design of a Master degree programme in translation studies. The case study is based on output materials produced during the lifetime of the Tuning Russia project involving a number of Russian universities, one of which is the Russian State University for the Humanities (RSUH). The module in question – the LSP (language for special purposes) translation module – emphasizes interaction between the related disciplines on the basis of the common subject-matter, i.e. the translation of special purpose texts. The modular approach sets out to achieve key competences required for professional qualifications. In addition, the module considers teaching methods, ECTS and assessment tools. Attention is given to the concept of competence-based approach in contemporary education. The authors argue that the competence-based approach introduced in Russia at the national (Ministerial) level in 2016 facilitates Russia’s interactive alignment with the main principles of the Bologna Process adopted by the European Higher Education Area.Received: 01 April 2019Accepted: 24 June 2019Published online: 29 November 2019
  • The individual watching of one’s own video and its influence on future biology teachers´ professional vision

    Němečková, Linda; Department of Biology and Environmental Studies, Faculty of Education, Charles University, Czech Republic; Pavlasová, Lenka; Department of Biology and Environmental Studies, Faculty of Education, Charles University, Czech Republic (University of Deusto, 2019-11-29)
    The student teacher usually learns their trade under the guidance of a mentor during teaching practice. Reflections usually take place after the mentor’s observation of the student´s lesson, and take the form of an interview between the two participants. Recently, video recordings have been used advantageously to add an extra dimension to such professional development. In the classroom, at the time of the lesson, future teachers may not notice certain events, but using video helps them review, and analyse their attributes, thereby making the reflective process more effective. The development of ‘professional vision’ consists of two processes: (1) noticing different events and (2) assessing and appraising themselves.1 This study analysed four written reflections (two pairs from each) from future biology teachers (n = 65) during their practice at ISCED 2 (International Standard Classification of Education 2 – lower secondary education, pupils from 11 to 15 years old) and at ISCED 3 (International Standard Classification of Education 3 - upper secondary education, pupils from 15 to 19 years old) schools. The first reflection in the pair (‘pre-reflection’) was written without video recordings, and the second (‘post-reflection’) with the support of video recordings. The reflections were divided into statements, and coded according to Sherin and van Es’ categorisation system. Statistically significant changes were found in several categories of professional vision in the students´ statements. During practice at ISCED 2 school (the first practice in the curriculum) students commented more often in the Self, Pedagogy, Management, Evaluate and Alteration categories in postreflection, and less in the Student, Curriculum, Subject, Climate and Describe categories. During (the second) practice at ISCED 3 school, students dealt more with Self and Alteration categories in post-reflection. These findings persuaded us that the use of two practices based on video-supported reflection of one’s own lessons is effective in prospective biology teachers’ development of their professional vision.Received: 28 May 2019Accepted: 08 November 2019Published online: 29 November 2019
  • Experience and enlightenment: “Customer-oriented” nine-stage major gifts management model of world-class U.S. universities

    National (China) Education Science Planning Ministry of Education Key Research, Capital Campaign and Its Implications for Double-Class Construction, Project Number: DIA160332; Lin, Chenghua; Zhejiang University; Xie, Yanjie; Zhejiang University, School of Public Affairs; Xu, Ruixue; Zhejiang University, School of Public Affairs (University of Deusto, 2019-11-29)
    Since the 1990s, “customer orientation” marketing has been widely applied to major gifts management of world-class U.S. universities, forming a donor-centered model for major gifts management. It focuses on donor demands management, relationship cultivation and value creation, which has a major effect on university fundraising and development. Through literature review and case study of the University of Pittsburgh, this study analyzes the major gifts management model of world-class U.S. universities in terms of theory, structure, operation model, and development characteristics. The findings show that there are two important characteristics of the organizational structure of major gifts management in the United States: one is the donation market segmentation and the donor classification management; the other is the refinement of donation management functions. And this paper proposes a nine-stage major gifts management model of world-class U.S. universities, which contains “Definition-Identification- Qualification-Development of Strategy-Cultivation-Solicitation-Negotiation-Acknowledgment -Stewardship.” Finally, this paper summarizes the development trend of major gifts management: emphasizing donor’s value creation, donor internalization and capitalization, cultivating prospective donors from national to international, moving towards integration of leading capacity building and donor orientation.Received: 08 April 2019Accepted: 05 November 2019Published online: 29 November 2019
  • Developing a Reflection Guiding Tool for underperforming medical students: An action research project

    "Geran Penyelidikan Tabung", University of Malaya Specialist Centre Care; Research Fund Assistance, University of Malaya; Tuning Short-Term Visit Scholarship, Deusto International Tuning Academy; Holder, Nurul Atira Khairul Anhar; University of Malaya (UM); Sim, Zhi Liang; University of Malaya (UM); Foong, Chan Choong; University of Malaya (UM); Pallath, Vinod; University of Malaya (UM) (University of Deusto, 2019-11-29)
    The ability to reflect is an important generic competence especially for underperforming students as they have to analyse their previous learning experiences to improve on future academic performances. This action research describes the process of a team when developing a reflection guiding tool (RGT). As the underperforming students may have difficulty in comprehending what is expected from them while using a reflective approach, we designed the RGT based on the six steps in Gibbs cycle; 1) Description, 2) Feelings/Reactions, 3) Evaluation, 4) Analysis, 5) Conclusions, and 6) Personal action plan. These underperforming students reflected on how, and why, they failed their assessments based on the proposed RGT. Findings revealed that RGT was able to make students aware of what reflection skill is and thus fulfilled its objective. It helped Year 1 and Year 2 underperforming medical students to reflect on their academic failure.Received: 05 September 2019Accepted: 22 November 2019Published online: 29 November 2019
  • Reflections on richness and complementarity in diversity: The Tuning Journal contribution to global education and scholarship

    Gobbi, Mary; University of Southampton (University of Deusto, 2019-11-29)
    The progress so far with the Journal has more than justified the Spirit evoked by the European Bologna Process and the key role played by the Tuning founders and activists in their endeavor to enable Higher Education Institutions to address the challenges of this Century. They have helped contribute to the necessary reforms of the European Higher Education Space. Tuning commenced with aspirations to facilitate student centred learning underpinned by effective pedagogy, stakeholder engagement and the achievement of quality assured competence-based education. What is crucial in the Tuning vision, particularly as it is now literally sharing experience within the global community, is the commitment to avoid uniformity, celebrate diversity, recognize points of convergence and find opportunities to share good practices. In true academic fashion, we must be ever ready for debate and deliberation.Published online: 29 November 2019
  • Introduction

    Gobbi, Mary (University of Deusto, 2019-11-29)
    In this issue, the metaphor of ‘Viewing Self’ at national, institutional and personal level has demonstrated how historical context, theoretical modelling, globalisation, competitiveness and the driver of professional aspiration, when subject to the critical lens of reflection, provide avenues for change and improvement within Higher Education.Published online: 29 November 2019
  • Editors’ Acknowledgments

    TJHE, Editorial Team; University of Deusto (University of Deusto, 2019-11-29)
  • A model for the evaluation of competence-based learning implementation in higher education institutions: Criteria and indicators

    Bezanilla, María José; Unviersity of Deusto; García Olalla, Ana María; University of Deusto; Paños Castro, Jessica; University of Deusto; Poblete Ruiz, Manuel; University of Deusto (University of Deusto, 2019-05-29)
    Almost twenty years after the Bologna Declaration was signed, the extent to which universities are embracing competence-based learning is a topic of much interest. This article presents a comprehensive model for the analysis of the implementation of competence-based learning (CBL) in Higher Education. An extensive bibliographic review was carried out on the concept of competence-based learning and on each of its constituent elements, with a view to proposing a model made up of seven dimensions and a set of evaluation criteria and indicators. The areas reviewed were the legal and administrative context, the institutional context, the degree programme planning process (including the individual modules/subjects within it), teaching practices and their assessment, and the review and improvement of the overall process. This explanatory model can be very useful to universities, particularly from Spain and Latin America, for assessing their level of implementation of competence-based learning, and identifying their strengths and areas for development.Received: 11 April 2019Accepted: 20 May 2019Published online: 29 May 2019
  • University as a global actor in the international system of the 21st Century

    Del Canto Viterale, Francisco; Fresno Pacific University; Johns Hopkins University; University of Salamanca (University of Deusto, 2018-11-29)
    Since its foundation, the university has always been a relevant actor within the international system as the main producer and transmitter of scientific knowledge. Considered as a global actor and historically interrelated with multiple agents at the national and international level, the university must now face new and powerful challenges within the international context. Since the last decades of the 20th Century, the world has entered a vertiginous path of transformation, driven by multiple and profound global processes that have generated significant changes in all the parameters of the international system and have prompted the creation of a new international system. The research problem that arises in this work focuses on studying whether this new international stage will mean an opportunity for the university as an international actor to assume new roles on a global scale or if, on the contrary, whether threats and pressures will erode its global position. The main objective of the present investigation is to analyze the role of the university within the changing world order of the 21st Century and for this purpose it is proposed to know the main changes that operate in the current international system, to decipher how these new global trends affect the university and, understand how the university is reacting to these systemic changes. To achieve these objectives, an extensive literature review has been carried out within the fields of International Studies, Education Sciences, and other Social Sciences. Finally, it is expected to obtain as a result some concrete answers about the context, the impact and the reactions of the university to the modified international system to contribute to a much broader, complex and necessary debate regarding the future of the university as a global actor in the new international system of the 21st Century.Received: 27 September 2018Accepted: 12 November 2018Published online: 29 November 2018
  • Historical Study in the U.S.: Assessing the impact of Tuning within a professional disciplinary society

    American Historical Association; Lumina Foundation; Tuning Academy; McInerney, Daniel J.; Utah State University (University of Deusto, 2018-11-29)
    The U.S.-based American Historical Association (AHA), the largest – and most influential – professional organization for historians, was the first disciplinary society in the world to lead a Tuning project, launching its work in 2012. This essay analyzes a survey distributed to historians on campuses that have taken part in the AHA Tuning project. The purpose is to understand, after six years of work on the project, what practical difference Tuning has made for historians, students, courses, curricula, and departments. Survey data indicate that, under the disciplinary society’s guidance and encouragement, historians have created meaningful learning outcomes, implemented the objectives in courses and curricula, and begun work in the measurement of student learning. Not surprisingly, the project has faced limits and obstacles, particularly with leadership of the work, faculty buy-in, administrative support, follow-up assistance, enrollment concerns, student engagement, and outreach to stakeholders. However, after half a dozen years of activity, U.S. historians have made marked progress not only in articulating disciplinary learning outcomes (as have colleagues in other parts of the world) but also in implementing and assessing those objectives. While precise readings of “impact” remain elusive, a Tuning project under the direction of a disciplinary society has helped generate significant pedagogical, curricular, and cultural changes in the field of history..Received: 03 April 2018Accepted: 12 November 2018Published online: 29 November 2018
  • Teacher Education Programmes at Alexandria University with reference to Tuning Methodology

    Tuning Academy at Deusto University; Alshamy, Alsaeed; Alexandria University (University of Deusto, 2016-05-31)
    The study aims at using the outcomes of Tuning Africa Project — I to propose implications for policy and practice for enhancing the quality of Teacher Education Programmes in Egyptian higher education. It investigates the views of different stakeholders — academics, students, graduates and employers — who relate to three faculties in charge of Teacher Education at Alexandria University. The study focuses on the generic competences and the key subject-specific competences which future teachers should be acquainted with. The data have been collected through questionnaires administered to 384 participants and through semi-structured interviews with 10 academics. The main findings show that, across all different stakeholders, there are significant gaps for both generic and subject-specific competences between what is deemed important and what is deemed as the level of achievement at Alexandria University. The average ranking for both generic and subject-specific competences was 3.75 in terms of importance but only 2.54 in terms of achievement. This is an indication that effort and intentional strategies needed to be put in place to minimize the gaps of the relevant Teacher Education Programmes. This calls for a paradigm shift from input and staff-centered programmes to output and student oriented ones. In order to achieve such a paradigm shift, several actions concerning policy and practice should be promoted. Among them, the study proposes changing the regulations of existing programmes; revising programmes in order to allow inclusion of the Tuning determined generic and subject-specific competences. The study further proposes raising awareness about the importance of competence-based learning among academics, students, graduates, employers and the society at large as well as involving all stakeholders in the process of curriculum design and quality enhancement. All these are potential in promoting capacity building and training for academics who are equipped to incorporate new competences in the existing programmes/courses. Such academics will be able to initiate new courses with commonly agreed structures; they will be able to incorporate the needed competences in such a way that comparability and equivalence of learning outcomes between Alexandria University and other African universities become possible.

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