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.


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

Recent Submissions

  • A Comparative analysis of global competences within the framework of internationalized curricula

    Beneitone, Pablo; Yarosh, Maria (University of Deusto, 2021-05-23)
    An agreement seems to exist that graduates must be equipped with competences required to act successfully and appropriately in a global context. Many authors have proposed lists of competences that could form part of such a graduate profile which must be taken into account when designing internationalized curricula. However, merely listing of a competence does not guarantee that students develop it to the level expected by society. The present article reports on a meta-study based on eight Tuning studies. This meta-study compared the findings across the eight Tuning studies in terms of the different stakeholder groups’ ratings of importance and achievement of 11 global competences – generic competences valued by over 71,000 graduates, employers, students and academics in more than 100 countries and across four continents (Europe, Latin America, Africa and Asia). The contribution of the meta-study presented consists in offering a possibility to identify commonalities and differences among the perceptions of the four key stakeholder groups, not only across all the individual studies but also at the level of the four continents – something never accomplished until the present date. In addition, it will help identify the competences that might require particular attention of curriculum designers and teaching teams for students to develop these competences to the level perceived as optimal in different regions of the world. Future research questions are identified with the aim to enrich and validate or fine-tune these initial findings and compensate for the limitations related to the general timeline of the 8 individual Tuning studies that the meta-study built on. Received: 31 March 2021Accepted: 06 May 2021
  • Corrigendum

    TJHE, Editorial Team (University of Deusto, 2021-05-23)
  • Editorial

    Gobbi, Mary (University of Deusto, 2021-05-23)
  • The Generic skills challenge for higher education institutions: Experience of public universities in Chile

    Sandoval, Luis; Ormazábal, María (University of Deusto, 2021-05-23)
    In recent decades in Chile, generic skills have been made explicit in the graduation profiles and curricula of all programs of higher education institutions, following global trends that relate to labor market expectations on the employability of graduates. The institutional characteristics, mission, educational model, and institutional seal condition the choice of the generic skills that are developed. There are no current standards for the process of definition of generic skills sets in the various programs for the different universities. The same is true for the modality of implementation for them. The present article has the purpose of contributing to the knowledge of both the definition and implementation of generic skills inside higher education institutions in Chile. This process becomes relevant in the context of the new demands of students and graduates who face additional employment challenges. Received: 03 March 2020Accepted: 05 March 2021
  • The future challenges of scientific and technical higher education

    Cesco, Stefano; Zara, Vincenzo; De Toni, Alberto F.; Lugli, Paolo; Evans, Alexander; Orzes, Guido (University of Deusto, 2021-05-23)
    The world is experiencing significant changes, including exponential growth of the global population, global warming and climate change, biodiversity loss, international migration, digitalization, smart agriculture/farming, synthetic biology, and most recently a global human health pandemic. These trends pose a set of relevant challenges for the training of new graduates as well as for the re-skilling of current workers through lifelong learning programs. Our paper seeks to answer two research questions: (1) are current study programs suitable to prepare students for their professional future and (2) are study programs adequate to deliver the needs of current and new generations of students? We analyzed the professional figures and the skills required by the job market, as well as the number of students enrolled in technical-scientific HE study programs in Europe. We discuss the needs of future students considering how the teaching tools and methods enabled by digitalization might contribute to increasing the effectiveness of training these students. Finally, we shed light on the different types of HE study programs that can meet the educational challenges of the future. Received: 23 June 2020Accepted: 04 May 2021
  • Science, Business, and Policy: A long-term reflection on multidisciplinary work-based learning in a master’s track for societal integration of Science

    Grooters, Saskia; Zaal, Emma; Gerkema, Menno (University of Deusto, 2021-05-23)
    A strong theoretical approach with a specific focus on disciplinary research characterizes the common science master’s education in the Netherlands. However, a work-based learning (WBL) approach may as well be expedient and suitable for science education at master’s level. In this paper, a case study is presented of a WBL-program designed for an academic setting: the one year Science, Business and Policy (SBP) master’s track, offered at the Faculty of Science and Engineering of the University of Groningen. The paper describes the design and curriculum of the track, including its underlying theoretical framework, courses, multidisciplinary projects and work placements. Based on the SBP-track’s design we identified six possible indicators of a successful elaboration of an academic WBL-program: the SBP-track 1) is designed in response to the Bologna process; 2) is offered fully within the curriculum of a master’s program of a research university; 3) requires a sufficient academic level and disciplinary knowledge at entrée; 4) follows an educational project approach; 5) focuses on the integration and implementation of knowledge, and; 6) applies learning objectives that are specifically formulated to match the WBL educational method. A directed content analysis of SBP work placements revealed an increase in the number of SBP-students between 2003 and 2019, with an overrepresentation of life science students, as well as a large variety of real-case problems addressed for both business and policy organisations diverse in sector, size and region. Students’ grades showed a positive correlation between the initial theoretical preparation and the report made during the work placement. In conclusion, the societal interpretation of the Bologna process has been implemented successfully with SBP, by combining academic learning with gaining professional experience using a WBL-approach. Received: 03 December 2020Accepted: 09 April 2021
  • Introduction

    Gobbi, Mary (University of Deusto, 2021-05-23)
    When analysing the four papers that comprise this edition of the Journal, there were some quite similar themes, albeit with different perspectives. Essentially, the papers are considering different types of competences, their evolution over time, and the future needs of the work force in specific disciplines. What is fascinating is the emergence of a discourse of competences that is paradoxically extending and becoming more sophisticated on the one hand, yet on the other is confused, locally situated and difficult to define. We find competences being described as global, generic, scientific, technical, and associated with workplace learning. The geography of the papers provides a hierarchy of analysis from an international and global perspective to a sub-regional analysis of five countries (Europe), country based (Chile) and programme specific (The Netherlands).
  • Editors’ Acknowledgments

    TJHE, Editorial Team (University of Deusto, 2021-05-23)
  • Understanding the governance dynamics of a supranational university: The African pioneering model

    Nabaho, Lazarus; Turyasingura, Wilberforce; Aguti, Jessica Norah; Andama, Felix Adiburu (University of Deusto, 2020-11-26)
    Since the 1990s, university governance has attracted the attention of scholars. However, most of the extant studies focus on the governance of national-level universities and use national regulatory frameworks. Therefore, there is a dearth of studies that hinge on the governance of supranational higher education institutions, such as the Pan African University (PAU), with the aid of regional regulatory frameworks. Consequently, little is known about the governance architecture of supranational universities, which are a post-2010 phenomenon. In view of the above, the article answers the following question: How is the Pan African University governed within a multi-layer environment? Using an interpretive lens, data was collected from the Revised Statute of the Pan African University, 2016. Content analysis was used to analyse the resultant data. The findings revealed that observance of the values of higher education, adoption of the steering-at-a-distance university governance model by the African Union Commission and of the shared governance arrangement, and merit-based selection of staff are the hallmarks of the PAU governance architecture. The governance model of the PAU resonates with the governance architecture of country-level universities in form rather than in substance. The notable variations in the substance include the partial adoption of the philosophy of ‘letting the managers manage’, the existence of multi-governance layers, lay domination of the University Senate, the presence of ‘universities’ in PAU governance arrangement, the existence of a ‘quasi-governance’ organ with external representation at the level of the Institute, and the continental outlook of the PAU Council. Therefore, it can be concluded that the missions of the universities and their context shape universities’ governance architecture. Received: 04 May 2020Accepted: 29 July 2020
  • Using the Internationally Recognized Frameworks of Nursing Competences to address the challenges of nurse refugees without documentation

    Cassar, Maria (University of Deusto, 2020-11-26)
    Individuals seeking refuge in host countries is a global reality. Some of these individuals are qualified nurses. If, and when, the documents pertaining to a nurse qualification are not presented to the respective authorities of a host country, the challenges for these qualified nurses to secure registration and employment as nurses are numerous and often unsurmountable. Access to higher education opportunities is similarly compromised in the absence of relevant documents. This is happening against the backdrop of a widely reported global shortage of qualified nurses, and an extensive effort and investment to address this shortage in many countries. This paper explores the feasibility and appropriateness of applying internationally recognized frameworks of competences of nurses, to processes which seek to evaluate and verify the nurse training and qualification claimed by refugee nurses. The author seeks to determine whether such frameworks of nurse competences may effectively and efficiently contribute towards initiatives which are geared towards addressing the gap in (qualification) document availability, traceability, verification and reproduction of nurse refugees. A critical consideration of a few existent initiatives is presented in view of exploring, the identification of a tool which may enable a homogenous transnational approach which is consistent across salient parameters. Received: 16 April 2020Accepted: 31 August 2020
  • Introduction

    Gobbi, Mary (University of Deusto, 2020-11-26)
    Papers in this edition have considered the role of existing or new Tuning competences in aspects of governance. We must now question the extent to which the multi -faceted nature of the evolving trends in contemporary governance and self -governance are sufficiently included in our Tuning competences. Indeed, will it be timely post COVID to reappraise the very concepts of Governance itself? How can ‘evaluative’ governance occur in times of crisis when finding the time for analytical reflection is itself the challenge? Indeed, is there something to be learnt from models of ‘realistic/ pragmatic evaluation’?
  • Editors’ Acknowledgments

    TJHE, Editorial Team (University of Deusto, 2020-11-26)
  • Meta-profile and competencies for harmonisation of higher education in sector-specific technology areas: A case study of Renewable Energy in Southern Africa

    Zörner, Wilfried; Mahomed, Nawaz; Zulu, Ackim; Bader, Tobias; Tenthani, Chifundo; Cuamba, Boaventura; Chingosho, Hilton (University of Deusto, 2020-11-26)
    The aim of this study was to develop the profile and competencies of a harmonised curriculum for a multi-country regional sector-specific higher education programme. The study, which was based on a case study of Renewable Energy involving six countries in Southern Africa, was based on established methodologies proposed by previous studies on harmonisation and profiling of higher education programmes. The study uses a general curriculum development approach leading to the definition of generic and specific competencies and feeding into a learning taxonomy to create alignment with specific learning outcomes at the intended qualification level. However, the approach extends the harmonisation concept to include industrialisation potential, which is crucial in the developing-country context. This allows for the exploitation of shared resources in sector-specific technology areas and supports the development of regional standards on technology and practice, as part of developing a sustainable regional economic sector. Twentytwo competencies, encompassing both generic and specific competencies, were defined. These competencies were grouped into six key competence areas, and later transformed into four clusters of competencies: core competencies, hard skills, soft skills and attitudes. These four clusters were then placed on a planetary system to represent the meta-profile for the qualification, which forms the framework for the future design of learning materials for the qualification. Received: 24 June 2019Accepted: 5 October 2020
  • The effect of Self-Directed Learning on the relationship between Self-Leadership and Online Learning among university students in Turkey

    Durnali, Mehmet (University of Deusto, 2020-11-26)
    More and more people across the world seek a university education. Therefore, universities offer full or partial distance undergraduate and postgraduate degrees to meet that demand. Distance education has become more widespread with advances in the Internet and computer technologies and online learning and teaching software (e.g., Learning Management Systems). The spread of the Coronavirus disease (COVID-19), which broke out in early 2020, has also played a significant role in the increased popularity of distance education. Therefore, investigating and reporting upon university students’ self-leadership (SL) behaviors, self-directed learning (SDL) skills, and online learning (OL) attitudes in such learning environments is both timely and critical. This empirical study used a relational survey model to investigate SL, SDL, and OL among university students. The sample consisted of 835 students in Turkey. Data were collected using the “Self-Directed Learning Scale (SDLS),” “Revised Self-Leadership Questionnaire (RSLQ),” and “Online Learning Attitude Scale (OLAS).” Data were analyzed using descriptive statistics, Pearson coefficient, Confirmatory Factor Analysis (CFA), and Structural Equation Modeling (SEM). SL was moderately and positively correlated with SDL and OL. SDL was moderately and positively correlated with OL. SDL played a fully mediating role in the relationship between SL and OL. SL predicted OL in both the indirect and total effect model. This study addressed university students’ perceptions and tested a model to provide empirical evidence for the relationships and predictions of SL, SDL, and OL. Therefore, it is believed that the results will help advance the constructs of SDL, SL, and OL paradigms. Received: 07 March 2020Accepted: 17 November 2020
  • Evaluation of the teaching practice course carried out with the Lesson Study Model

    Şahin, Şeyma; Kılıç, Abdurrahman (University of Deusto, 2020-11-26)
    The purpose of this research was to evaluate the teaching practice process carried out with the lesson study model. In this research “action research” approach was adopted. The study group of the research consisted of four Turkish Language and Literature pre-service teachers. Lesson study was carried out in nine weeks of the teaching practice course. Qualitative data collection techniques such as observation, unstructured focus group interview, and document review were used as data collection techniques. Pre-service teacher course observation forms obtained before the lesson study process, course plans, reflective diary forms, peer observation forms and student opinion forms obtained during the lesson study application process were analyzed with descriptive analysis method. At the end of the lesson study process, focus group interview data and letters written by pre-service teachers were analyzed by content analysis method. At the end of the research, it was seen that pre-service teachers’ perception of teaching profession changed in line with student-centered understanding. It has been determined that pre-service teachers personally develop in terms of multi-faceted thinking, problem solving, self-confidence and patience and also improve professionally on issues such as coping with students, preparing plans, and producing activities. Received: 14 April 2020Accepted: 22 October 2020
  • Editorial

    Gobbi, Mary (University of Deusto, 2020-11-26)
    Since the last edition of the Journal, six months ago, the world has experienced not only the first wave of COVID 19, but for many countries they are now in the grip of the second wave. Universities in both hemispheres have returned to new semesters, with students experiencing more ‘online’ learning, outbreaks of COVID in university or local residences. The psychological and mental health consequences of no longer being able to live life in ‘close proximity’ means that our students have missed social events that formerly were an integral part of university enculturation. The acceleration of distance, virtual and other forms of ‘remote’ learning has provided an overnight transformation of the academy, with Faculty staff learning new skills and a new vocabulary as the curricula are reformed and reframed out of necessity.
  • 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 

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