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.

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  • 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.
  • Changing paradigms: towards competency-assessment in admission to master’s programmes in Europe: a review

    Kouwenaar, Kees; VU University Amsterdam (University of Deusto, 2015-12-23)
    The majority of efforts to improve admission to master’s programmes in Europe for students with a bachelor´s from outside the providing university have been focused on standardization of defined outcomes of bachelor´s degrees and improvement in mechanisms for recognition of diplomas and degree. With growing diversity within and around these master’s programmes, an alternative approach to master’s admission in needed. This article analyses the nature and shortcomings of the standardisation and the recognition approach and reports on the creation of a competency-assessment based approach in the Mastermind Europe project. In that project – part of the EU’s ERASMUS+ programme, Guiding Tools are produced for academic master’s directors who want to base their admission decisions less on recognition of a diploma and more on assessment of the applicants´ competency. The Guiding Tools focus on specific categories of admission criteria, on how they can be brought together in a coherent framework and on IT tools to help organize the process. The guiding tools are accompanied by a short Introductory Note on the Paradigm Shift from diploma-recognition based to competency-based master’s admission.[1] This article[2] is a more elaborate version of that introductory note, reflecting also the progress in thinking and tool development since the start of the project. It is intended both for users of the Guiding Tools who seek more background and detail, and for readers with a general interest in the topic. For users of the Guiding Tools, it may give them additional reasons and arguments that they may find useful to increase commitment in their own university.[1] A competency-assessment approach to master’s admission should not be confused with Competency-Based Education.[2] The author acknowledges the support received from all members of the Mastermind Europe project team; outside the team, special acknowledgement is due to Robert Wagenaar (Tuning) and to Bas Wegewijs (Nuffic/Naric).
  • Educating Higher Education Students for Innovative Economies: What International Data Tell Us

    Avvisati, Francesco; Organisation for Economic Cooperation and Development (OECD); Jacotin, Gwenaël; Organisation for Economic Cooperation and Development (OECD); Vincent-Lancrin, Stéphan; Organisation for Economic Cooperation and Development (OECD) (University of Deusto, 2014-04-07)
    As innovation increasingly fuels economic growth, higher education institutions and systems face the challenge of equipping students with the skills required by innovative economies. Using two international surveys of tertiary education graduates five years after their graduation, we show that the innovative, tertiary-educated workforce comprises a mix of graduates holding degrees from all disciplines. The contribution to innovation of different graduates varies by type of innovation. When they assess the strong and weak points of their university education, graduates give a mixed picture of the quality of the education they have received. We then link the propensity to participate in innovation to the relative emphasis on theory and practice in university programmes and conclude by highlighting the importance of a competence-based approach to curriculum and pedagogy
  • Credit Hour System and Student Workload at Alexandria University: a possible paradigm shift

    Alshamy, Alsaeed; Alexandria University (University of Deusto, 2017-05-31)
    The study aims at investigating the perceptions of both academics and students on student workload in Credit Hour System at the Faculty of Education at Alexandria University (Egypt). It uses the wider international experience of higher education reform, including Tuning Africa Project — II, to propose implications for policy and practice on how the real work hours needed by a student to achieve the learning outcomes specified in the curriculum and to pass a course or module are adequately estimated and to contribute to the definition of the basis of a Credit System for Africa. The data have been collected through questionnaires administered to 26 participants: 11 academics (one academic per course) and 15 students (each student surveyed 11 times across all courses of the Professional Diploma in Education). The main findings show significant differences between the perceptions of academics and students on student workload almost across all courses, where students’ estimation of the number of hours needed to complete the independent work during the semester were much higher than that of academics except for fieldwork (site visits). The independent workload as estimated by academics is 62% of students’ estimation. Significant differences were found between the perceptions of students on the number of hours required for each type of independent work across different courses except “preparation and follow-up work for scheduled classes”. The highest average of estimations of the number of hours was given to course N. 11 (World Trends in Quality Assurance Systems); whereas the lowest average was given to course N. 5 (Assessment of Quality in Educational Institutions) across all different types of independent work. Only 36.4% of academics have taken students’ feedback on workload into consideration when planning the workload for their courses. It was also found that 92% of students were not informed about the number of hours planned for independent work at the beginning of the course. In addition, 88% of students were not asked to express their feedback about workload. These findings indicate that there are no unified regulations among academics to the estimation of student workload. It is also made clear that the process of estimating student workload in Credit Hour System at Alexandria University is staff-centred rather than student-oriented as the majority of academics follow traditional methodologies in the estimation of student workload. It is also enunciated clearly that there is marginal coordination between academics teaching in the same programme. It can be concluded that student voice about their workload is not adequately considered as their feedback is not taken into consideration, which can be interpreted in light of the absence of a “paradigm shift” from staff-centred to student oriented approaches to the estimation of student workload.
  • Building a Higher Education Area in Central Asia: challenges and prospects

    Isaacs, Ann Katherine; University of Pisa (University of Deusto, 2014-12-20)
    In recent years, for a variety of reasons, higher education has begun to be considered much more frequently than previously in terms of ‘regions’, or ‘macro-regions’. Although for decades countries sharing some characteristics, or perceived as geographically or culturally closely related to each other, have promoted forms of cooperation between their higher education institutions (with varying degrees of success), it is now widely accepted that to ‘count’ on the world stage, it is useful for single countries, and especially for smaller countries, to work together with a view to making their systems better able to interact and hopefully to promote, increase and make visible their merits. Of course, in higher education as in many other fields, the regions or macro-regions are not defined once and for all, but are the result of stronger or weaker ad hoc groupings which take into account different factors in different contexts. Central Asia is one such potential region: it does not have unquestioned boundaries, but like other macro-regions, and more so than most, it can be understood and constructed in different ways. A current shared understanding of ‘Central Asia’ is that it is formed by the 4 ex-Soviet Republics of Central Asia (Kyrgyzstan, Tajikistan, Turkmenistan and Uzbekistan), plus Kazakhstan. Over the last decade the possibility of building a Higher Education Area in those five republics has been explored, and a large-scale project which uses Tuning methodology to this end is under way. This project, called TuCAHEA (“Towards a Central Asian Higher Education Area: Tuning Structures and Building Quality Culture”), has already elaborated a Central Asian list of Generic Competences and eight Subject Area Groups have formulated their Reference Points and Guidelines. The five Ministries of the five countries have signed a Communiqué indicating their intention to collaborate more closely; a pilot student mobility scheme is soon to start. This article explores the Central Asian experience as an example of the construction of a Higher Education area in Asia, and looks at what the future appears to promise, in terms both of challenges and of positive developments.
  • Programme Profiles and the Reform of Higher Education in Europe: The Role of Tuning Europe

    Donà dalle Rose, Luigi F.; University of Padova; Haug, Guy; Valencia University of Technologys (University of Deusto, 2014-04-07)
    This article provides an overview of the profiling of higher education programmes in Europe as part of the overall process of higher education reform in Europe over the past decade (2000-2012) and of the role of Tuning in this process. The article starts with a recall of the architecture and objectives of the change process, based on the interplay between the intergovernmental Bologna process (with a main focus on structural change), the European Union’s parallel Agenda for the Modernisation of Higher Education (with a focus on policy change for the Union’s main objectives: growth and jobs, mobility, recognition and attractiveness) and Tuning. The second part of the article provides some data about and examples of the method and importance of Tuning in stimulating and shaping the renovation of higher education programmes, with a focus on Tuning’s initial geographical area (Europe) and a glimpse to other continents, in line with Europe’s need to build up the visibility and attractiveness of its universities in the rest of the world. The final section is a retrospective and analytical reflection about the impact of Tuning on some key dimensions of the agenda for the modernisation of higher education in Europe; while acknowledging that the Tuning method and principles have not always been fully understood by higher education as well as governmental institutions, Tuning has made an outstanding contribution to such key aspects as the relevance, comparability and quality of programmes, the development of quality assurance and accreditation policies and agencies and the recognition of qualifications — both within Europe and with partner countries in other parts of the world.
  • Utah Tuning Project

    Davies, Randall S.; Brigham Young University; Williams, David; Brigham Young University (University of Deusto, 2015-06-30)
    Tuning is a faculty-driven initiative designed to improve the quality of higher education by establishing transparent and fully assessable learning outcomes and proficiencies for degrees, discipline by discipline. Unlike many other initiatives in the United States which function within an individual institution, the Utah Tuning Project involved all institutes of higher education within the state of Utah. The purpose of this paper is to document the findings from an evaluation of a multiyear project targeting four undergraduate degree programs involved in a tuning initiative. A summary of recommendations and best practices is provided, along with the challenges and benefits to individuals and programs engaged in this process.
  • Ideological trends in initial teacher education curricula: the case of East African universities

    Namubiru Ssentamu, Proscovia; Uganda Management Institute (UMI) (University of Deusto, 2014-12-20)
    This paper reviews the ideological trends in initial teacher education curricula in East African universities during the post-independent and contemporary times. From the mid-1960s and mid-1980s, initial teacher education curricula were integrated and harmonised with support from the East African Community whose efforts were coordinated by the Inter-University Council for East Africa. With the breakup of the Community in 1977, each independent state pursued its own educational strategy. However, underfunding of the public sector by governments, introduction of market-friendly reforms under the World Bank Structural Adjustment Programme in 1987 and the de-regularisation policies led to the liberalisation of public services, including education. Liberalisation affected among others, the quality of the initial teacher education curricula. Consequently, national councils and commissions for higher education were established to control standards in higher education, and the Inter-University Council for East Africa was revived to standardise and harmonise educational standards at regional level. The review shows that over the past five decades, the structure and organisation of initial teacher education curricula has continuously adjusted itself and been adjusted to a hybrid culture blending classical humanism, utilitarianism, social re-constructionism, market and global ideologies. Comparable ideological inclinations at socio-economic and political levels have influenced this trend in the region. The paper highlights the implications of such trends on the future of initial teacher education in the region.
  • Migrating a professional field of study in a multi-institutional partnership: facilitators’ experience in the competence-based curriculum development process

    Ssentamu, Proscovia Namubiru; Uganda Management Institute (UMI); Ezati, Betty Akullu; Department of Foundations and Curriculum Studies and Dean, School of Education, Makerere University; Bisaso, Ronald; East African School of Higher Education Studies and Development (EASHESD), Makerere University; Pekkola, Elias; University of Tampere; Hölttä, Seppo; School of Management, University of Tampere (University of Deusto, 2014-07-04)
    With the urge to Africanise the curriculum following colonisation, many African countries are still wary of the educational initiatives from the developed countries. However, with the clear curriculum design and development guidelines provided by various national Quality Assurance bodies, African countries need not fear migrating curricula from developed countries. Drawing from the workshop experiences, authors of this paper illustrate the steps involved in migrating, contextualising and adapting a professional field of study in a multi-institutional partnership, with particular focus on the competence-based curriculum design and development process. The process of migrating higher education (HE) Administration, Leadership and Management curriculum taught at the University of Tampere (Finland) to a Postgraduate Diploma in Higher Education Leadership and Management (PGDHELM) curriculum at Uganda Management Institute (UMI) in partnership with the Makerere University and the University of Helsinki involved undertaking a needs assessment, training of trainers and adapting the programme to the UMI context. The training of trainers provided opportunity for the trainees to reflect and generate information on the status of HE leadership and management in Uganda. The curriculum was institutionalised by aligning it to the vision, mission and profile of UMI in the context of the existing internal and external Quality Assurance frameworks. This paper underscores the importance of involving stakeholders, taking into account national and institutional requirements in all the steps when migrating an academic curriculum.
  • Work-related teaching and learning methods to foster generic skills in Higher Education. An Italian experience

    Frison, Daniela; University of Padova; Tino, Concetta; University of Padova; Tyner, Jonathan W.; Texas State University; Fedeli, Monica; University of Padova (University of Deusto, 2016-11-30)
    Within the framework of modernisation of higher education systems in Europe, universities are invited to go beyond a knowledge-based perspective focused on disciplinary approaches and to be more concentrated on encouraging generic skills to deal with today’s complex and unpredictable career paths. The literature about Work-Related Learning and Work-Integrated Learning offers evidence to research regarding contributions of work-related experiences to the development of generic skills. The first part of the article presents a literature review carried out following the matching among three main keywords: work-related learning, generic skills, and higher education. Resources focused on the integration/teaching of generic skills in formal curriculum or in co-curriculum work-related activities and they were collected in order to explore the link between work-related learning in higher education and the development of generic skills. The focus is to identify valuable considerations to improve teaching strategies and methods. The second part presents an Italian work-related experience developed within the course of “Organizational Intervention Research Methods,” which involved 22 master’s degree students. The work-related assignment will be described in addition to the content analysis process of the 22 collected texts and the findings about the development of generic skills.
  • Promoting holistic learning for the development of competences in Mozambique

    Fringe, Jorge Jaime dos Santos; University Eduardo Mondlane (University of Deusto, 2018-05-31)
    This article presents results of a study carried out at the Faculty of Education of the University Eduardo Mondlane, in Mozambique, aimed to assess the extent to which the bachelor course in Psychology promotes multiple intelligences as superimposed to holistic learning styles within its effort to develop students’ competences. For that purpose, 158 psychology students were invited to fill in a four-point Likert scale questionnaire. Respondents were asked to gauge lecturers’ practices of employing different methods and strategies to promote multiple intelligences and holistic learning styles and to indicate what their preferences were concerning methods that could be employed more often. Results show that lecturers promote holistic learning, despite prominence of practices that are more tied to logical and analytical skills, in the left hemisphere, with less emphasis on right hemisphere processes such as ludic activities, drama and simulations, and physical involvement. Such results point to the need for the promotion of professional development efforts towards increased adoption of more holistic learning and multiple intelligences within the bachelor course in Psychology.Received: 22 January 2018Accepted: 02 May 2018Published online: 31 May 2018
  • Ethical Competencies and the Organizational Competency ‘Responsible University Social Innovation’: looking at new ways of understanding universities and the competency-based education model in the context of significant social changes in Latin America

    Juan Pablo Beca, Universidad Católica de Temuco; Villar Olaeta, Javier; University of Temuco (University of Deusto, 2017-05-31)
    Ethical competencies are included in all competency-based education models and are considered essential for the professional preparation of students, especially in terms of their professional conduct and workplace preparedness. As such, the Tuning Academy, along with incorporating ethical competencies in its group of generic competencies, also considers the organizational competency Responsible University Social Innovation (RUSI) as part of its Tuning ALFA II Latin América project. This competency, in the area of organizational character, addresses innovation in the context of social responsibility, which it assumes each university should have, in terms of ethical responsibility toward the members of a community. This concept incorporates the equal relationship between the university’s internal community and civil society. By means of interviews with experts in the areas of service-learning, social responsibility, and ethical civil and professional education from the University of Deusto and the Zerbikas Foundation, this article discusses the connection and implementation of both generic ethical competencies and the RUSI organizational competency in higher education in order to respond to the new challenges to professional training in today’s world, all of which ultimately assumes a change in universities’ understandings of themselves as institutions and the role of higher education in general.
  • An exploration of the ‘African (Union Commission’s) perspective’ of quality and quality assurance in higher education: Latent voices in the African Quality Rating Mechanism (AQRM)

    Nabaho, Lazarus; Uganda Management Institute; Turyasingura, Wilberforce; Uganda Management Institute (University of Deusto, 2019-05-29)
    Quality assurance of African higher education is at the top of the region’s development agenda. Prompted by the imperative to enhance the quality of higher education, the Africa Union Commission is implementing the African Quality Rating Mechanism (AQRM). The AQRM is a continental tool that affords higher education institutions an opportunity to conduct self-assessment and compare their performance against similar institutions based on a set of common criteria. The mechanism is envisaged to engender institutional cultures of quality and enhance the quality of African higher education. However, a dearth of knowledge exists about the latent notions of quality in higher education that the AQRM aims to assure and the implicit institutional-level quality assurance practices in the AQRM. Therefore, this interpretivist article, based on a review of the AQRM survey questionnaire, answered the following research question: What notions of quality in higher education and the institutional-level quality assurance practices are inherent in the quality standards of the AQRM survey questionnaire? The findings revealed that quality as fitness for purpose and exceptional are the notions of quality in higher education in the AQRM. Nevertheless, fitness for purpose is the dominant notion of quality and this symbolises an imperative to re-direct higher education to serve social and economic ends. Distinguished (excellent) teacher awards, applied research excellence awards, staff professional development, tracer studies, external examination, and the involvement of key external stakeholders in programme development are the latent institutional-level quality assurance practices in the AQRM. These quality assurance practices are in sync with the notions of quality and aim at bridging the gap between the academy and the labour market. Methodologically, the AQRM survey questionnaire is devoid of benchmarks to inform the rating, and quality assurance practices such as student evaluation of teaching, peer observation of teaching and moderation of examination items are unnoticeable in the survey questionnaire.Received: 28 December 2018Accepted: 19 April 2019Published online: 29 May 2019
  • From 1999 to 2019: 20 years of European debate, development, and achievements

    Sticchi Damiani, Maria; Free International University of Social Studies (LUISS) (University of Deusto, 2019-05-29)
    This paper suggests that, although the Bologna process officially began in the late 1990s, the conditions that made it possible had already been created in the previous decade through the growing practice of international academic cooperation, mainly triggered by EU inter-institutional programmes. As the need for structural reforms in some higher education systems became more evident, in 1999 the Ministers of Education of 29 European countries gathered in Bologna to start a process of voluntary convergence of their systems with the objective of creating a European Higher Education Area. In the last 20 years the participating governments (now 48), with the support of international organizations and major stakeholders, have jointly developed a common framework of principles, actions, policies and tools. Accordingly, different types of structural reforms have taken place in the various countries. At present, however, implementation of the key commitments – full adoption of the three-cycle structure and ECTS, of the Lisbon recognition convention and the Diploma supplement, and of QA systems based on the European standards and guidelines – is still uneven in the EHEA and a peer-support approach was adopted by the ministers last year. Concerning the implementation issue, this paper raises two sets of questions. First: to what extent have the structural reforms implemented by the governments really affected grassroots educational activities? How deeply have the underlying principles – like student-centred learning – been implemented in actual programme design and everyday teaching/learning practice? Second: although inspired by the same basic principles, are EHEA-induced reforms actually being implemented consistently throughout European countries and institutions? Deeper involvement and more international coordination of European academics is advocated in the paper, in order to face these challenges and consolidate the EHEA in the years to come.Received: 03 April 2019Accepted: 02 May 2019Published online: 29 May 2019
  • Hybrid solutions for didactics in higher education: An interdisciplinary workshop of ‘Visual Storytelling’ to develop documentation competences

    University of Padova; De Rossi, Marina; University of Padova; Restiglian, Emilia; University of Padova (University of Deusto, 2019-05-29)
    The article reports on the results of a Design-Based Research path realized through a workshop about the “Visual Storytelling” (VS). The workshop aimed to develop teacher’s professional competences about digital narrative documentation to be certified through the Open Badge system. The interdisciplinary design was developed according to the ICT-TPACK framework between the two courses “Methodologies, Didactics and Technologies for Teaching” and “Educational Research” in the Master’s degree in Primary Teaching. 32 students were involved to deal with the documentation of some real educational experiences observed at school. They were asked to fill a semi-structured questionnaire at the end of the workshop. Other data came from a rubric used to evaluate VS products from three different points of views (students’ self-assessment; university teachers; school teachers). The workshop stimulated the students to use technologies creatively, critically and reflectively to develop an authentic task realizing a VS product. According to the students’ opinion, the workshop also facilitated collaborative processes as well as skills of self-assessment and the personalization of learning.Received: 08 October 2018Accepted: 20 March 2019Published online: 29 May 2019
  • Is the role of academics as teachers changing? An exploratory analysis in Italian universities

    Barbato, Giovanni; Università degli Studi di Milano; Moscati, Roberto; Università degli Studi di Milano-Bicocca; Turri, Matteo; Università degli Studi di Milano (University of Deusto, 2019-05-29)
    University teaching is under pressure to evolve in line with the social, cultural and economic changes of modern society. This process inevitably affects the professional profile of academics since it creates an increasing tension between the traditional modes of teaching and the learning styles and professional expectations of students. This article analyses, both theoretically and empirically, the process of change of university teachers in the face of today’s challenges. The empirical analysis is based on the Italian university system, which has always been characterised by an overall reluctance to reforms. This article presents a theoretical framework based on two dimensions, i.e., the teacher/university relationship and the teacher/student relationship, to investigate the evolution of the professional profile of academics as teachers on the basis of seven teaching practices identified in the literature. The findings show that, besides some limits that are specific to professional bureaucracies, the support of universities is fundamental to promote innovation in teachers’ teaching practices, which are otherwise regulated and shaped only by their disciplinary community.Received: 14 January 2019Accepted: 27 March 2019Published online: 29 May 2019
  • 20th Anniversary of the Bologna Declaration: From overview of processes to ongoing activities and experiences

    Donà dalle Rose, Luigi F.; University of Padova; Serbati, Anna; University of Padova (University of Deusto, 2019-05-29)
    The present Issue comes to the light in May 2019, exactly twenty years after the signing of the Bologna Declaration on May 19th, 1999. For this important event, the Editorial Team of TJHE planned to edit an Anniversary Issue. Meanwhile, the Tuning Academy has also published an impressive book “REFORM! TUNING the Modernisation Process of Higher Education in Europe”, by Robert Wagenaar, Director of the University of Groningen branch of the International Tuning Academy and cofounder of Tuning. Those interested in knowing more about the last three decades of HE policies in Europe will find real pleasure in reading those pages. In such a context, the present Issue relies on two invited papers, plus some ordinarily submitted manuscripts, which witness a grass-root situation, rich in critical awareness and creativeness.Published online: 29 May 2019

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