The TUNING network produced already inspiring competency profiles for topics such as: business, chemistry, educational sciences, geology, history, mathematics, and physics[1]. 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:

  • 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:

  • To analyze the structure of engineering education system in Europe, concerning the engineering domains related to industry[2] - mainly the similarities concerning the length of studies, content of curricula, the proportions of compulsory, semi-optional and elective modules.
  • To identify the generic and specific competences and skills required by engineering domains at European level.
  • 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.
  • To identify the perspectives on ECTS in engineering education in different countries.
  • To identify the perspectives on teaching and learning, assessment, performance and quality in different countries.
  • To present good practice examples for curricula development in different engineering domains.
  • 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.
  • To suggest improvements for the curricula in different engineering domains.


[1] Gonzalez, J., Wagenaar, R. eds. (2003). Tuning Educational Structures in Europe. Final Report. Phase One. University of Deusto & University of Groningen.

[2] In the following pages, by engineering education we will refer to engineering domains related to industrial sector.