The TUNING network produced already inspiring
competency profiles for topics such as: business, chemistry, educational
sciences, geology, history, mathematics, and physics.
The present research aims to expand the TUNING methodology to the industrial engineering
field. The targeted respondents are the graduates (group G), the employers
(group E), and the academics (group A), which are asked to answer two types of
questionnaires each: one questionnaire on generic skills in engineering (GESKE)
and another questionnaire on specific competencies in engineering (SPECOE).
The research is important also for restructuring the
engineering education in the frame of Bologna process, on two levels: first cycle (4 years) and
second cycle (1 year). Competences and skills may have different importance at
the end of these two levels of engineering education, and this difference must
be reflected in the future curricula. Answers to the questionnaires will help
academics to better tune the curricula with the real life requirements.
Countries involved in
the EUI-Net project:
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Romania, Belgium, Denmark,
Germany, Greece, Spain, France, Ireland, Italy, Holland, Austria, Portugal,
Finland, Sweden, United Kingdom, Island, Norway, Bulgaria, Czech Republic,
Estonia, Cyprus, Latvia, Lithuania, Hungary, Malta, Poland, Slovenia, Slovakia, Turkey.
The
aims of the research:
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To analyze the structure of
engineering education system in Europe, concerning the engineering domains
related to industry -
mainly the similarities concerning the length of studies, content of curricula,
the proportions of compulsory, semi-optional and elective modules.
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To identify the generic and
specific competences and skills required by engineering domains at European
level.
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To analyze the way universities
prepare the graduates at the first and second cycle level for the requirements
of the labor market, in terms of competences and skills - tuning engineering
education with professional requirements.
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To identify the perspectives on
ECTS in engineering education in different countries.
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To identify the perspectives on
teaching and learning, assessment, performance and quality in different
countries.
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To present good practice
examples for curricula development in different engineering domains.
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To identify points of
convergence and common understanding in educational structures, contents,
actual teaching and learning in different countries in the field of engineering
education.
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To suggest improvements for the
curricula in different engineering domains.