An Example of Implementation. Julia González Vice-rector University of Deusto - PDF

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An Example of Implementation Julia González Vice-rector University of Deusto An Example of Implementation 1- The Institution. 2- Some relevant questions about the road. 3- What have we done. 4- How have

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An Example of Implementation Julia González Vice-rector University of Deusto An Example of Implementation 1- The Institution. 2- Some relevant questions about the road. 3- What have we done. 4- How have we done it. 1-Deusto University 120 years old. Two campuses: Bilbao San Sebastian. 9 Faculties: 2 Business Administration, Law, Political Sciences Sociology, Engineering Informatics, Arts, Phylosophy Educational Sciences, Humanities Theology. 12 Research Institutes. 1-Deusto University 10,400 Students: 1,300 EU mobility; 100 North America 1,466 Faculty members 31 Licenciaturas. 109 Master Degrees: 46 National 63 Executive University Degrees 13 International Joint Degrees. 20 PhD Programmes. 4 International 94 International Networks Projects. 31 Coordinated by UD 2- Some Relevant Questions. When did we start? 1999: Profiles, Competencies, ECTS From where? The Spanish System Where are we now? Work in progress: Design- All the programmes Training- Largest Part Implementing Pilot Groups completed 3- What have we done? Degree Profile Level Learning outcomes competencies Learning strategy, including workload assesment. Programme quality. Universidad de Deusto DEFINES the professional identity of a degree EXPLAINS Main professional fuctions tasks Context for its development HELPS to identify the needed capacity for the degree COMPETENCIES DEGREE PROFILE ADEQUACY to professional reality Opened to new fields of professional development FACILITATES the identification of formative elements Analysis of social needs Labour market research Key elements academic-professional profile IDENTITY gathers the essence of what is, should be the degree holder. FUNCTIONS detects the functions tasks to be carried out by the graduates. CONTEXTS focuses on the contexts where tasks functions could take place. EDUCATION defines the expected learning outcomes in terms of competencies generic specific. Degree Level Level of knowledge understing with the capacity to apply them in a professional manner. Level of the competencies to be demonstrated through the elaboration defense of arguments problem solving capacity. Level in the capacity to gather interpret relevant information in order to be able to develop judgements with accuracy. Level of capacity to communicate information, ideas, problems solucions to different target groups. Level of development in the capacity to be able to continnue learning in their profession throughout life in an autonomous manner. Learning Outcomes Competencies Competencies Competencies represent a dynamic combination of knowledge, understing, skills abilities. Fostering competencies is the object of educational programmes. Competencies are formed in various course units assessed at different stages. Competencies are obtained by the students. Learning Outcomes Competencies Learning Outcomes Level of competence is expressed in terms of learning outcomes. Learning outcomes are statements of what a learner is expected to know,underst be able to demostrate after completion of learning. Learning outcomes can refer to a single course unit or to a period of study- a programme. They specify requirements for awarding credit. Learning outcomes are formulated by the academic staff. CONTEXT WORKING ABILITES ACADEMIC PROFESSIONAL SKILLS PLACE CONTEXT ACADEMIC PROFESSIONAL Implication of competencies KNOWLEDGE ATTITUDES VALUES MOTIVATIONS Universidad de de Deusto DESIGN FOR DEGREE A C A D E M I C A N D P R O F E S S I O N A L P R O F I L E MACROCOMPETENCIES (KEY ELEMENTS) GENERIC COMPETENCIES TRANSLATION IN EACH AREA /MODULE BY ACADEMIC STAFF SPECIFIC COMPETENCE SPECIFIC COMPETENCE SPECIFIC COMPETENCE SPECIFIC COMPETENCE SPECIFIC COMPETENCE SELECTION BY DEGREE DEFINITION BY UNIVERSITY OF DEUSTO Concept of Macrocompetencies Main categories which cover the essence of the learning outcomes guiding them towards the designed profile. Concept of Macrocompetencies They define the competential development in the large areas which make the degree profile, applicable to the different academic professional contexts. Macrocompetencies offer a sinthetic vision of the key competencies for the degree profile. They allow to identify the relation the contribution of the different areas, modules to the Profile. They facilitate make concrete the formulation of specific competencies, focusing on the essencial how to formulate it. They allow an easy communication of the key elements of a degree. They are a useful document for the teams working on the programme. DEVELOPMENT OF COMPETENCIES A C A D E M I C P R O F E S S I O N A L GENERIC COMPETENCE SPECIFIC COMEPTENCE CONTENT: Kwoledge, Procedures Abilities / Skills. Attitudes / Values CONTENT: Kwoledge, Procedures Abilities / Skills. Attitudes / Values LEARNING STRATEGIES LEARNING STRATEGIES ACTIVITIES STUDENT WORKLOAD ACTIVITIES STUDENT WORKLOAD ASSESSMENT INDICATORS TECHNIQU ES MARKING SYSTEM ASSESSMEN T INDICATORS TECHNIQU ES T U T O R I A L P R O F I L E SPECIFIC COMPETENCE CONTENT: Kwoledge, Procedures Abilities / Skills. Attitudes / Values LEARNING STRATEGIES ACTIVITIES MARKING SYSTEM ASSESSMEN T INDICATORS STUDENT WORKLOAD TECHNIQU ES MARKING SYSTEM Learning Strategy Generic Competencies were identified developped: Twenty Instrumental Seven Interpersonal Eight Systemic An Example of an interpersonal competence : Teamwork METHODOLOGY: Definition of the competence. Indication of the levels of achievement for that competence. For each level of achievement, determination of indicators. For each indicator, in a matrix, statement of the level attained from 1 to 5. Definition of TEAMWORK: It is the ability to integrate oneself to actively collaborate with other people, areas, organisations in the achievement of common goals. LEVELS OF ACHIEVEMENT FIRST LEVEL OF ACHIEVEMENT: Actively participates collaborates in team tasks, encourages trust, friendliness focus on the common goal through the attitudes he/she conveys. SECOND LEVEL OF ACHIEVEMENT: Contributes to the consolidation development of the team, encouraging communication, fair distribution of tasks, a pleasant atmosphere, cohesion. THIRD LEVEL OF ACHIEVEMENT: Is capable of running work groups, guaranteeing the integration of all group members, their focus on an excellent level of work achieved. FIRST LEVEL OF ACHIEVEMENT: The person being evaluated actively participates collaborates in team tasks, encourages trust, friendliness focus on the common goal through the attitudes he/she conveys. FIRST LEVEL INDICATORS Completes group tasks assigned within the required time frame. Actively participates in team meetings, sharing information, knowledge, experience. Cooperates in the definition, organization, distribution of group tasks. Aims at achieving agreements common objectives, is committed to them. Takes into account the points of view of others gives constructive feed-back. TEAMWORK: FIRST LEVEL OF ACHIEVEMENT (1/2) LEVELS OF ACHIEVEMENT INDICATORS 1 2 DESCRIPTIONS FIRST LEVEL: Actively participates collaborates in team tasks, encourages trust, friendliness focus on the common goal through the attitudes he/she conveys. Completes group tasks that have been assigned to them within the required time frame. Actively participates in team meetings, sharing information, knowledge, experience. Cooperates in the definition, organization, distribution of group tasks. Does not complete assigned tasks. Is frequently absent from group sessions, when present, his/her presence is irrelevant. Resists the organization of teamwork. Partly completes tasks, or does so but with delay. Participates little, then only at the suggestions of others. Involvement limited to accepting the organizational plans offered by other team members. Completes the required tasks on deadline. Generally active in participation at group sessions Participates in the planification, organization, distribution of group work. The quality of the task completed makes it significantly useful to the team. His/her intervention encourages participation improves the quality of the team s work as a whole Is organized efficiently distributes tasks. As well as completing the required task, the work done guides facilitates the work of the rest of the group. The contributions are fundamental both to group dynamics to achieving a quality result. Encourages organized working, making the most of the resources of every team member. TEAMWORK: FIRST LEVEL OF ACHIEVEMENT (2/2) LEVELS OF ACHIEVEMENT INDICATORS 1 2 DESCRIPTIONS FIRST LEVEL: Actively participates collaborates in team tasks, encourages trust, friendliness focus on the common goal through the attitudes he/she conveys. Aims at achieving agreements common objectives, is committed to them. Takes into account the points of view of others gives constructive feed-back. Achieves his/her own personal objectives. Does not listen to the suggestions of the colleagues systematically dismisses them. Wants to impose his/her own opinions. Has difficulty integrating personal objectives with those of the group. Listens little. Does not ask questions. Does not care about the opinions of others. His/her intervention is redundant of very little use. Takes on group objectives as his/her own. Accepts the views of others knows how to put across his/her own in a constructive manner. Promotes the clear definition of objectives group integration in order to achieve them. Brings about constructive dialogue encourages other groups members to make high quality contributions. Mobilizes encourages the group to be cohesive when dealing with deming objectives. Groups in which they participate are outsting in their performance quality. Assimilates the opinions of others integrates them so as to make a stronger whole, while maintaining an attitude of cooperation support. SECOND LEVEL OF ACHIEVEMENT: The person being evaluated contributes to the consolidation development of the team, encouraging communication,fair distribution of tasks, a pleasant atmosphere cohesion. SECOND LEVEL INDICATORS Accepts follows group guidelines. Contributes to the establishment application of teamwork processes. Acts constructively when facing conflict within the group. Contributes to the cohesion of the group through his/her manner of communicating relating to people. Shows interest in the importance to society of the work being undertaken by the group. TEAMWORK: SECOND LEVEL OF ACHIEVEMENT (1/2) LEVELS OF ACHIEVEMENT INDICATORS 1 2 DESCRIPTIONS SECOND LEVEL: Contributes to the consolidation development of the team, fostering the communication, the wellbalanced distribution of tasks, healthy dynamics cohesion within the group. Accepts follows group guidelines. Contributes to the establishment application of teamwork processes. Does not accept or follow group guidelines. Is unaware of, or does not pay attention to methods procedures agreed upon by the team. Questions group guidelines, tries to adapt them so as to suit personal interests. Has problems understing applying established work patterns. Accepts follows group guidelines. Follows methods procedures adequately for the efficient carrying out of team work. Takes part in decisions concerning the establishment of group guidelines. Plays an active role in the design of teamwork procedures. Proposes guidelines for the improvement of group management dynamics. Supervises the following of these guidelines. Brings about change in teamwork procedures, so as to improve their quality. TEAMWORK: SECOND LEVEL OF ACHIEVEMENT (2/2) LEVELS OF ACHIEVEMENT INDICATORS 1 2 DESCRIPTIONS SECOND LEVEL: Contributes to the consolidation development of the team, fostering the communication, the wellbalanced distribution of tasks, healthy dynamics cohesion within the group. Acts constructively when facing conflict within the group. Contributes to the cohesion of the group through his/her manner of communicating relating to people. Shows interest in the importance to society of the work being undertaken by the group. Provokes group conflict without suggesting solutions. Acts aggressively criticizing or questioning the ability of the group to reach agreements. Denies or questions the usefulness or importance of teamwork. Avoids involvement in conflicts Is passive, communicates little with other group members. Shows an interest in encouraging others to participate in common activities. Acts for the positive resolution of any conflicts that arise within the team. Communicates his/her ideas opinions to the rest of the group clearly directly. Supports defends the usefulness importance of teamwork. Provides positive evaluations. Notices the first signs of conflict acts quickly so as to avoid it. Has a positive relationship with all group members, supporting encouraging them. Has a firm belief that the work of the individual is vital for the successful achievement of group goals. Acts so as to bring about constructive solutions to problems, avoiding their prolongation or extension. Suggests meetings further to the formal ones, so as to improve group cohesion. Encourages others to see that what they are doing has wider repercussions for other groups bodies. THIRD LEVEL OF ACHIEVEMENT: The person being evaluated is capable of running work groups, guaranteeing the integration of all group members, their focus on an excellent level of work achieved. THIRD LEVEL INDICATORS Actively cooperates in the planning of group work, the distribution of tasks, deadlines. Efficiently manages meetings. Suggests ambitious well-defined goals for the group. Facilitates the positive management of differences, disagreements, conflicts that arise within the team. Encourages all team members to commit themselves to the management running of the group. LEVELS OF ACHIEVEMENT THIRD LEVEL: Is capable of running work groups, guaranteeing the integration of all group members, their focus on an excellent level of work achieved. TEAMWORK: THIRD LEVEL OF ACHIEVEMENT (1/2) INDICATORS Actively cooperates in the planning of group work, the distribution of tasks, deadlines. Efficiently manages meetings. Suggests ambitious well-defined goals for the group. 1 Does things without any prior planning Is not capable of coordinating a meeting for which he/she is responsible. Is incapable of forming clear objectives for the group. 2 Makes last minute plans, leaves loose ends. Unrealistic deadlines. Attempts to manage the meeting but is not in control of the timetable, commitments made, nor the results. Suggests fuzzy goals that confuse the group DESCRIPTIONS 3 Makes concrete suggestions for the distribution of tasks, sets reasonable deadlines. Efficiently manages meetings, achieves objectives. Suggests attractive goals for the group, defines them clearly. 4 Stimulates the participation of other group members, coordinating their contributions. Efficiently manages meetings, achieving balanced participation from all those present. Encourages the team, defining achievable goals a clear vision for the future. 5 Distributes feasible tasks to members, along with clear aims, in timepressured situations when there are many elements to be dealt with. Achieves balanced participation commitment from all team members. Energizes the team so that they take on group objectives as their own. TEAMWORK: THIRD LEVEL OF ACHIEVEMENT (2/2) LEVELS OF ACHIEVEMENT INDICATO RS 1 2 DESCRIPTIONS THIRD LEVEL: Is capable of running work groups, guaranteeing the integration of all group members, their focus on an excellent level of work achieved Facilitates the positive manageme nt of differences, disagreem ents, conflicts that arise within the team. Encourage s all team members to commit themselves to the management running of the group. Encourages conflicts by exaggerating differences. Does not get a personal commitment from the members of the team, damaging group dynamics motivation. Gets lost does not know how to reconcile differences expressed by others without completely removing him/herself from the situation. Finds it difficult to get a basic commitment from members for the functioning of the group. Faces up to conflicts, dealing with all contributions differences that there are in the team. Gets the commitment of every participant, meaning that the team works as such. Faces up to conflicts, balancing contributions, coming out successfully. Gets a personal collective commitment from the team regarding all key aspects of the project. Makes others see differences are enriching, enables the achievement of agreements pleasing to everybody. Achieves a state in which team members show commitment accept the suggestions of others as their own. 4- How have we done it? With a significant instituional commitment: Strategic Plan Responsible Unit at the highest level In stages: -Preparation communication -Pilot groups pilot degrees -Every degree Importance of : Training Resources Time Recent Publications Modelo de Innovación de la Educación Superior, Aurelio Villa, Miguel Angel Escottet y Juan José Goñi, Universidad de Deusto, Bilbao, 2007 Aprendizaje basado en competencias. Una propuesta para la evaluación de las competencias genéricas, Aurelio Villa y Manuel Poblete, Universidad de Deusto, Bilbao,2007
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