TUNING Russia: Development of master programmes in engineering - - PowerPoint PPT Presentation

Iacint Manoliu, ENAEE, TUNING expert and advisor

Elena Silina, Moscow State University of Railway Engineering, tbc

Ovcharov Sergey, North Caucasus Federal University (NCFU) Irina Karapetyants, Moscow State University of Railway Engineering

Final Conference of ECDEAST at BMSTU Moscow, 4th – 5th June, 2013

TUNING Russia: Development of master programmes in engineering education using the Tuning approach

What is Tuning?

The TUNING project is a project by and for universities It is the Universities’ response to the challenge

• f the Bologna Declaration

TUNING MOTTO: Tuning of educational structures and programmes on the basis of diversity and autonomy

Tuning Phase I 2001- 2002 Closing Conference Brussels, 31 May 2002 Tuning Phase II 2003 – 2004 Closing Conference Brussels, 21 May 2004 Tuning Phase III 2005 – 2006 Launching Conference Budapest, 22 - 23 April 2005

The Tuning Methodology

• Line 1: Generic competences

Consultation with graduates, employers and academics on

the importance of 30 generic competences and an evaluation

• f how well HE institutions develop them
• Line 2: Subject specific competences (knowledge,

understanding and skills)

Mapping of subject areas and development of common

reference points and subject specific competences of each of the pilot disciplines

• Line 3: ECTS as a European credit accumulation system:

new perspectives Development of ECTS as a tool for programme design: basis is student workload measured in time

• Line 4: Mapping of approaches to teaching / learning and

assessment in different countries

• Line 5: Quality enhancement

FOCUS ON GENERIC COMPETENCES (GENERAL ACADEMIC SKILLS) TARGET GROUPS:

• GRADUATES
• EMPLOYERS
• ACADEMICS

WHAT ARE THE MOST IMPORTANT COMPETENCES TO BE EMPLOYABLE INDEPENDENT OF ONE’S SUBJECT AREA? ARE THESE ACTUALY TAUGHT AND TO WHAT EXTENT?

THE TUNING QUESTIONNAIRE

TYPES OF COMPETENCES MEASURED:

• Instrumental competences: cognitive abilities,

methodological abilities, technological abilities and linguistic abilities

• Interpersonal competences: individual abilities like

social skills (social interaction and co-operation)

• Systemic competences: abilities and skills concerning

whole systems (combination of understanding, sensibility and knowledge; prior acquisition of instrumental and interpersonal competences required)

THE TUNING QUESTIONNAIRE

7 Areas & 101 university depart. & 16 Countries

. Business . Geology . History . Mathematics . Physics . Education . Chemistry

Total number of respondents:

. 5183 Graduates . 944 Employers . 998 Academics

Data

. Austria . Belgium . Denmark . Finland . France . Germany . Greece . Iceland . Ireland . Italy . Netherlands . Norway . Portugal . Spain . Sweden . United Kingdom

Tuning envisages co-operation with Thematic Networks at three levels:

I. Exchange of Information II. Cooperation as a Synergy Group III. Cooperation as a Core Area

II. Cooperation as a Synergy Group

Aim: Develop knowledge of Tuning Methodology with regard to some of the Tuning lines. Option made by EUCEET and ECCE:

• Line 1

Generic competences Consultation of only of academics and employers

• Line 2

Subject specific competences Consultation of academics

EUCEET –Tuning

A comparison EUCEET Tuning Area(s) 1 7 Universities 61 101 Countries 24 16 Total number

• f respondents

 Graduates  Employers  Academics 76 728 1151 5163 944 998

Civil Engineering Questionnaire for academics Specific competences

Importance for first cycle none = 1 weak = 2 considerable = 3 strong = 4 Importance for second cycle none = 1 weak = 2 considerable = 3 strong = 4

• 1. An ability to apply knowledge of mathematics and other basic

subjects

• 2. An ability to use knowledge of mechanics, applied mechanics

and of other core subjects relevant to civil engineering

• 3. An ability to design a system or a component to meet desired

needs

• 4. An ability to identify, formulate and solve common civil

engineering problems

• 5. An ability to identify, formulate and solve complex civil

engineering problems

• 6. An understanding of the interaction between technical and

environmental issues and ability to design and construct environmentally friendly civil engineering works

• 7. An ability to design and conduct experiments, as well as analyse

and interpret data

• 8. An ability to identify research needs and necessary resource
• 9. An ability to use the techniques, skills and modern

engineering tools, including IT, necessary for engineering practice

• 10. An ability to apply knowledge in a specialized area related

to civil engineering

• 11. An understanding of the elements of project and

construction management of common civil engineering works

• 12. An understanding of the elements of project and

construction management of complex civil engineering works

• 13. An understanding of professional and ethical responsibility
• f civil engineers
• 14. An understanding of the impact of solutions for civil

engineering works in a global and societal context

• 15. An ability to communicate effectively
• 16. An understanding of the role of the leader and leadership

principles and attitudes

• 17. A recognition of the need for, and the ability to engage in,

life-long learning

• 18. An ability to function in multi-disciplinary teams

General Competences

• 1. Ability to work in an interdisciplinary team
• 2. Appreciation of diversity and multiculturality
• 3. Basic knowledge of the field of study
• 4. Basic knowledge of the profession
• 5. Capacity for analysis and synthesis
• 6. Capacity for applying knowledge in practice
• 7. Capacity for generating new ideas (creativity)
• 8. Capacity to adapt to new situations
• 9. Capacity to learn
• 10. Critical and self-critical abilities
• 11. Decision-making
• 12. Elementary computing skills (word processing, database, other utilities)
• 13. Ethical commitment
• 14. Interpersonal skills
• 15. Knowledge of a second language
• 16. Oral and written communication in your native language
• 17. Research skills

CIVIL ENGINEERING: Generic Competences Questionnaire for academics and employers

Listed below are the 17 competences which have been considered in the project Tuning Educational Structures in Europe as most important for the professional development of university graduates, regardless the degree and the field. Please rank below the five most important competences according to your opinion. Please write the number of the item within the box. Mark on the first box the most important, on the second box the second most important and so on.

1. Item number 2. Item number 3. Item number 4. Item number 5. Item number

Tuning outside EU

Tuning GEORGIA

Tuning RUSSIA

Tuning Russia

DESCRIPTION The Tuning project recognizes and responds to a number of general tendencies in higher education sector. The objectives of the proposed project will include:

• 1. Promotion and dissemination of Tuning methodology among Russian academic

community (in particular in 9 subject areas – Economics and Management, Law, Ecology, Education, Engineering, Information and Telecommunication Technologies, Languages, Tourism and Social Work).

• 2. Implementation and development of Tuning methodology in some Russian

universities through Tuning Centres. DURATION The duration of the project is three years, from October 2010 to October 2013.

Meetings: Kick-Off Meeting - 29-30 October 2010, Association of the Classical Universities of Russia, Moscow, Russia First General Meeting - 26-29 April 2011, Don State Technical University, Rostov-on-Don, Russia Second General Meeting - 16-20 October 2011, University of Deusto, Bilbao, Spain SAG Coordinators Meeting (Tuning Management Committee) - 2-3 February 2012, Lomonosov Moscow State University, Moscow, Russia EU Short Term Missions: SAG ICT, SAG Languages, SAG Law - 7-11 March 2012, University of Groningen, Groningen, Netherlands SAG Education, SAG Environmental Engineering, SAG Social Work - 25-29 March 2012, University of Padua, Padua, Italy SAG Ecology, SAG Economics & Management, SAG Tourism - 16-20 April 2012, Trinity College Dublin, Dublin, Ireland International Conference: "Tuning in the World" - 19-23 November 2012, Brussels, Belgium Final Conference Tuning Russia – 20-21 June 2013, Moscow

Tuning - Latin America

Las Universidades participantes han sido seleccionadas desde los países bajo la coordinación de los Centros Nacionales Tuning . La representatividad del sistema de educación superior de cada país se ha tratado de equilibrar en función del tamaño del mismo en relación con la región. Las Universidades elegidas son de excelencia nacional en el área que representen, mostrando la capacidad de dialogar con las personas de otras instituciones que trabajen la misma área. Tienen un peso significativo en el sistema (tamaño de la institución, trayectoria, credibilidad y autoridad académica), de tal manera que una parte importante del sistema queda representado con la participación de esta institución.

PARTICIPANTES

REUNIONES El Proyecto Tuning América Latina: Innovación Social y Educativa (2011-2013) tiene programadas 4 reuniones con el fin de que mediantes discusiones físicas y virtuales permitan llegar a consensos que conduzcan exitosamente a los resultados esperados en el proyecto: 1ra Reunión General del Proyecto, del 18-20 de Mayo de 2011 en Bogotá,

• Colombia. Co-organizada con la Asociación Colombiana de Universidades

(ASCUN). 2da Reunión General del Proyecto, del 16-18 de Noviembre de 2011 en Ciudad de Guatemla, Guatemala. Co-organizada con el Consejo Superior Universitario Centroamericano (CSUCA). 3ra Reunión General del Proyecto, del 2-4 de Mayo de 2012 en Santiago de Chile,

• Chile. Co-organizada con el Programa de Mejoramiento de la Calidad y Equidad de

la Educación Superior del Ministerio de Educación de Chile (MECESUP). 4ta Reunión General y Cierre del Proyecto, en Noviembre de 2012 en Bruselas, Bélgica.

Tuning - AHELO

OECD initiative: “Assessment of Higher Education Learning Outcomes (AHELO) is a ground-breaking initiative to assess Learning Outcomes on an international scale by creating measures that would be valid for all cultures and languages” Four strands: “a generic skills or transferable competences strand; an Economics strand, an Engineering strand and a value-added measurement strand”

What is AHELO?

To develop a conceptual framework of desired / expected Learning Outcomes in the fields of Economics and Engineering … demonstrate that agreements on domain definition can be reached in 2 disciplinary fields as contrasted as economics and engineering, and as such, will provide a preliminary

• utput of the AHELO feasibility study.

Tuning developed such frameworks for a range of other disciplines …

Role of Tuning?

Experts Group

ENGINEERING

4 Non-European

Australia Chile Japan United States

9 European

Belgium France Germany Italy Netherlands Portugal Romania Sweden United Kingdom

SAG «ENVIRONMENTAL ENGINEERING»

• Moscow State University of Railway Engineering (MIIT);
• North Caucasus State Technical University (NCSTU);
• Udmurt State University (UdSU);
• Astrakhan State University (ASU);
• N.J. Lobachevski State University of Nizhniy Novgorod (UNN);
• Don State Technical University (DSTU).

Iacint Manoliu, ENAEE, TUNING expert and advisor

The preliminary list

• f General Competences

included after consultation with European colleagues and experts included 30 competences GENERAL COMPETENCES

25 items

the first 13 - correspond to the general engineering competences, which should have any engineer coming out of high school, regardless of the direction of specialization, and from 14 to 25 items related to the subject-specific competences for the direction of environmental engineering SUBJECT-SPECIFIC COMPETENCES

The survey of the four respondents groups (1333 respondents)

General Competences academics 366 General Competences employers 320 General Competences students 332 General Competences graduates 314 Subject Specific Competences academics 367 Subject Specific Competences employers 315 Subject Specific Competences students 341 Subject Specific Competences graduates 317

The survey of the four respondents groups

The analysis of the results of the survey lead to the reduction to 9 of the list

• f general competencies for metaprofile in the direction «Environmental

engineering» GC 1 Ability to work in a team GC 2 Capacity to generate new ideas GC 3 Ability to apply knowledge in practical situations GC 4 Skills in the use of information and communications technologies GC 5 Ability to work autonomously GC 6 Ability to plan and manage time GC 7 Ability to evaluate and maintain the quality of work produced GC 8 Knowledge and understanding of the subject area and understanding of the profession GC 9 Ability to resolve conflicts and negotiate

The survey of the four respondents groups

The analysis of the results of the survey lead to the reduction to 12 of the list

• f

subject-specific competencies for metaprofile in the direction «Environmental engineering»

SC 1 Ability to apprehend, accumulate and use fundamental and applied knowledge in technical, engineering and natural sciences, using modern information technologies SC 2 Ability to participate in theoretical and experimental research using mathematical computation and modeling methods, technical devices, controlling and measuring apparatus, etc SC 3 Possessing of methods of visualization of technical objects by graphical representation and 3D geometric simulation, using computer technologies SC 4 Ability to participate in creating, implementing and using of technical objects and technologies through all stages of their life cycle SC 5 Ability to detect an engineering problem and to select a typical or nonstandard methods of solution SC 6 Ability to understand mechanism of anthropogenic influence on biosphere SC 7 Ability to apply principles of rational nature management SC 8 Ability to measure environmental parameters SC 9 Ability to apply the requirements and the norms of the ecological legislation SC 10 Ability to identify and solve problems of environmental protection SC 11 Ability to carry out the techno-ecological analysis SC 12 Ability to understand the impact of technical solutions in a global environmental context

META-PROFILE FOR BACHELORS

GENERAL COMPETENCES GC 1 - 9

SCM 1: Ability to apprehend and use fundamental engineering knowledge SC 1, 2, 3, 5,12 SCM 3: Ability to identify and solve specific tasks in environmental protection area SC 6,7,10, 11, SCM 2: Ability to formulate and solve applied engineering tasks SC 4, 8 , 9

BARCHELOR OF ENVIRONMENTAL ENGINEERING

META-PROFILE FOR MASTERS

GENERAL COMPETENCES GC 1 - 9

SCM 1: SCM 2: SCM 3:

Practices

(scientific and industrial research, teaching)

Master's dissertation

MASTER OF ENVIRONMENTAL ENGINEERING

The master’s programmes in the area of «Environmental engineering»

Cycle Possible master's programmes Qualification awarded ECTS 2nd cycle: Master 241000 Energy and resource processes in chemical engineering, petrochemical and biotechnology:

• Industrial ecology and management of natural resources;
• The protection of the atmosphere from anthropogenic

impacts;

• Integrated water resources;
• Protection of the lithosphere of technological impacts;
• Waste management and recycling of production and

consumption. 280 000 Technospheric security:

• Modeling and control of environmental systems;
• Information Technology in Environmental Protection;
• Monitoring areas with high anthropogenic load;
• Environmental and economic examination and licensing of

industrial enterprises;

• Predicting and managing the consequences of environmental

emergencies;

• Methods of control of the environment and ecological

instrument. Master 120

The master’s field of professional activity

Cycle Field of professional activity

2nd cycle: Master

Master is preparing for the following types of professional activities: ‐ research; ‐ industrial and technological; ‐ service and operational; ‐ design; ‐ organizational and management; ‐ expertise, oversight and inspection‐audit; ‐ educational. Areas of professional activity Masters includes the development of scientific principles, development and implementation of energy‐and resource‐saving, environmentally friendly technologies, development of methods of treatment of industrial and domestic waste and secondary raw materials, minimizing the anthropogenic impact on the environment, human security in the world today; preservation of life and health through the use of modern technology, methods monitoring and forecasting. Master is able to self‐fulfillment of scientific research, the development of new methods and systems for the protection of man and environment, the analysis of patent information, the development of innovative projects in the field of environmental protection and human, implementation, and deployment. Master can participate as a leader in the organization of activities to protect the environment at the enterprise level, the territorial‐production complex, is able to interact with public authorities on issues of environmental and industrial safety, safety in emergencies. Second cycle degrees, plus the year of supervised practice, enable graduates to work as professional environmental engineering in a professional context. Second cycle graduates can also work in teaching, research and consultancy, and hold more senior positions in their chosen fields:

• Exploration Industry (hydrocarbons, minerals etc.)
• Consultancy (private agencies including those involved in site survey, environmental management and risk assessment)
• Universities (research and education)
• Public offices (Environmental Research Institutes including various agencies concerned with soil, water, physical planning,

natural hazards, environmental conservation, agriculture etc)

• Related industries (water suppliers etc.)
• Teacher (Secondary School) in Earth Science /Geography/Science

The competencies in Federal State Educational Standards and NCFU Standard for 241000 masters

Federal State Educational Standard 280700 Technosphere Safety Federal State Educational Standard 241000 Energy and resource processes in chemical engineering, petrochemical and biotechnology North Caucasus Federal University Standard 241000

GENERAL COMPETENCES 12 5 7 SUBJECT- SPECIFIC COMPETENCES 25 29 9 ECTS 120 120 120

General competences for masters

Federal State Educational Standards 241000 NCSTU 241000

GC 1

The ability to improve and develop the intellectual and cultural level

GC 1

The ability to improve and develop the intellectual and cultural level

GC 2

The capacity for independent learning new methods of research, and a change in the scientific research and production profile of their professional activities

GC 2

Ability to comply with the civil rights and

• bligations, resolve conflicts and negotiate

GC3

The ability to freely use Russian and foreign languages ​as a means of business communication

GC 3

Ability to communicate orally and in writing in a foreign language at a professional level

GC 4

Practical use of the skills in the organization

• f research and design work in the

management of collective

GC 4

Knowledge and understanding of the subject area and the profession, the ability to innovate

GC 5

The ability to take the initiative, including in situations of risk, to assume full responsibility

GC 5

The ability to plan and manage time , to assess and maintain the quality of the work performed

GC 6

Ability to work in a team, find organizational management solutions in nonstandard situations

GC 7

Ability to organize research and design work, team management

Professional competences for masters

Federal State Educational Standards 241000 NCSTU 241000 1 General professional: 3 competencies - SC 1-SC 3 SC 1

The ability to independently acquire and use to practice new knowledge and skills, including the use of modern informational technologies

2 Scientific research activities: 6 competencies - SC 4-SC 9 SC 2

The ability to formulate the problem of research, plan experiments, process the results, to use modern tools and methods for the study of natural processes and environments

3 Industrial and technological activities: 6 competencies - SC 10-SC 15 SC 3

The ability to participate in the creation, implementation and

• peration of technical facilities and technologies at all stages of

their life cycle

4 Organizational and management activities: 5 competencies - SC 16-SC 20 SC 4

The ability to design activity in the professional field with the use

• f modern information technologies and automated application

systems

5 The design and construction activities: 7competencies - SC 21-SC 27 SC 5

The ability to develop measures to energy, resources saving, environmental protection, technology, waste disposal, to assess their technical and economic efficiency

6 Teaching Activities: 2competencies - SC 28-SC 29 SC 6

The ability to put into practice the requirements of environmental laws and regulations to carry out the examination of projects, environmental audits of industrial enterprises

SC 7

The ability to develop methodological and regulatory documents, patent and technical documentation, issue of scientific and technical reports and publications

SC 8

The ability to understand the impact of the adopted technical solutions for global environmental context, given the permissible levels of negative impacts on humans and the environment

SC 9

Willingness to conduct teaching in educational institutions