El proyecto Tuning-América Latina es una iniciativa de las universidades para las universidades. Se busca iniciar un diálogo para intercambiar información y para mejorar la colaboración entre las instituciones de educación superior, favoreciendo el desarrollo de la calidad, de la efectividad y de la transparencia. Con el trabajo de las 62 instituciones de educación superior de los 18 países latinoamericanos participantes se espera que, en los dos próximos años, se identifiquen puntos de referencia común en diferentes áreas del conocimiento. Estos puntos identificados son necesarios para tender los puentes destinados al reconocimiento de las titulaciones en la región y con otras regiones del planeta.
The relationship between internationalisation and quality in Higher Education has been taken for granted, debated, and closely linked together at the conceptual level. It is at the conceptual level where the connection between internationalisation and quality seems to be better recognized.The search for this link has already a significant history of studies and projects. This search is well documented in "Trends in quality assurance for European Higher Education" (Campbell and van der Wende, 2000). Furthermore, a number of conclusions can be considered of great interest as possible means to advance towards the development of the full potential of the link between quality and internationalisation.In this respect, the report further found that it was difficult to evaluate the contribution of internationalisation to the quality of education, that the quality of internationalisation itself was not monitored or assessed systematically and that groups and actors involved in each of the processes were often disconnected. "The fact that the quality of internationalisation activities is not assessed systematically was, in the past, due to weak meassures at programme and institutional level" (Campbell and van der Wende, 2000: 6). The fact that internationalisation is not fully covered by quality assurance procedures dealing primerily with the core functions of education and research was already recognized (van Damme, 1999) and is a daily experience of any conciencious actor in the internationalisation arena. Although conceptually linked, they may be seen as two if not conflicting at least unrelated targets with different territories, in the case of the quality bodies, normally their territory relates to the national, while what goes beyond the national has become very real and growing in strength and significance, and remains uncovered in a systematic manner. This has created important difficulties for the relevant development of cooperation and in particular for crucial actions such as international joint degrees.Following the conclusion that the quality of internationalisation activities lacks systematic quality assessment due, in part, to weak measures at programme and institutional level, two paths are clearly marked for development: institutional and programme levels.Institutional level is an obvious and clear route to follow and significant developments have been done along these lines. From the Salamanca Convention, this approach has marked the work of the EUA and the search for quality culture at the intitutional level is one of the lines of work of this Association. In the Bologna Seminar on quality assurance in Higher Education, André Sursock focused the attention on the capacity of quality assurance mechanisms to be used by universities themselves to steer internally the institution. This is further developped at the Graz Convention where it is considered essential that universities develop an internal quality culture to monitor all their activities and services in a way that is congruent with core academic va...
Higher education is fundamental to both national and global contemporary knowledge economies. It is also a driver for social change (see for example) which crucially includes making higher education available and relevant to a wider section of society and improving the mobility and relevance of its graduates in the workplace. New tools are required to integrate such developments with the sector’s traditional functions of teaching and research. However, every student is different, each programme is different, each university is different and the needs of professions and nations also differ. Therefore, research leading to the development of such tools is fundamental to the development of modern society. One such tool, whose importance has recently been recognised, is the use of profiles at institutional, regional (geographic, cultural or discipline) and programme levels. Such profiles are a concise, precise and portable description of the particular academic entity. They have diverse uses ranging from ranking of institutions, aiding academic programme selection by a student, facilitating graduate mobility and as a tool for professional accreditation. We have, therefore, selected the topic of profiles for the first issue of the Tuning Journal for Higher Education. Whilst we cannot hope to cover the totality of this subject in one issue, we trust that it will stimulate debate and further promote research on the types, design and uses of profiles. The first and perhaps the most important question we address is what should be profiled?
Abstract:The development of degree profiles is an important art which has become quite specialized in recent years. This article concentrates on the analysis of the importance of the role of degree profiles in the design of degrees and, as a consequence, in Higher Education in general. It analyses, particularly, the work of the Tuning Project and its main processes in relation to profile building. It also gathers together and systematizes the specific contribution of four main components which should be taken into consideration at the time of the creation of new qualifications: two of the components relate to the analysis of social and professional needs and the future trends in the area. Both of these elements provide the relevance which a degree profile should strive to attain. The third component, the reference to the meta-profile, provides a capacity for recognition throughout an entire region and also in relation to the global context. The last element in profile development takes into consideration the university where the programme is anchored, its mission and strengths.
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