IMPLICATIONS OF THE “BOLOGNA PROCESS” FOR

MSCHE

Jean Morse, President

MSCHE Commission meeting

March 5, 2009

OUTLINE AND ISSUES1. OVERVIEW OF “BOLOGNA,” I.E. VARIOUS

EUROPEAN PROCESSES BEING CREATED TO IMPROVE COMPARABILITY OF DEGREES AND TO EASE TRANSFER OF CREDIT

2. DESCRIPTION OF QUALIFICATION FRAMEWORKS

3. DISCUSSION OF WHETHER FOUNDATION – QUALIFICATIONS FRAMEWORK (I.E. DEFINITION OF DEGREES) SHOULD BE UNDERTAKEN IN THE U.S.

ELEMENTS of “BOLOGNA”

DEGREE DEFINITION DEGREE CYCLES CREDIT TRANSFER (ECTS) DIPLOMA SUPPLEMENT QUALITY ASSURANCE GUIDELINES QUALIFICATION FRAMEWORKS TUNING PROGRAM GOALS

QUALITY ASSURANCE

EUROPEAN STANDARDS AND GUIDELINES FOR: http://www.enqa.eu/files/ESG_3edition%20(2).pdf

INTERNAL QA:HIGHER EDUCATION INSTITUTIONS

EXTERNAL QA OF HIGHER EDUCATION EXTERNAL QA AGENCIES

EUROPEAN AGENCIES ARE REVIEWED AGAINST THESE STANDARDS TO JOIN THE EUROPEAN “REGISTER” OF QA AGENCIES

DEGREE CYCLES:“3+2+3”

BACHELOR’S (180 – 240 ECTS) MASTER’S (90 – 120 ECTS) Ph.D. (approximately 180 – 240 credits) Nations moving from 5 year degrees to

3+2 have deep concerns as to use of the First Cycle degree

US: significant % not accepting 3 Year UG degree for graduate study

ECTS

European Credit Transfer and Accumulation System

BASED ON STUDENT WORKLOAD, AND SOMETIMES, ON WEIGHTING OF CHALLENGE vs. US SYSTEM OF CREDITS BASED ON FACULTY CONTACT HOURS

DIPLOMA SUPPLEMENT CREDENTIAL, ITS LEVEL, ENTRY

REQUIREMENTS, OFFICIAL DURATION

DEGREE REQUIREMENTS, MODES OF STUDY, ENROLLMENT INTENSITY, AND COMPRESSED SIGNALS OF STUDENT PERFORMANCE

PURPOSE OF THE CREDENTIAL TRANSCRIPT AND DESCRIPTION OF

NATIONAL SYSTEM ARE APPENDED

“TUNING” DISCIPLINARY FRAMEWORKS

INTENDED TO CREATE “REFERENCE POINTS” SO THAT THERE IS “CONVERGENCE” ACROSS COUNTRIES

TO BE CREATED BY FACULTY PROJECTS ARE UNDERWAY IN

SPECIFIC DISCIPLINES

TUNING, CONT’D

DISCIPLINES TO ARTICULATE OUTLINES AND BENCHMARKS FOR: SPECIFIC KNOWLEDGE GENERIC SKILLS AND COMPETENCIES

INTERPERSONAL INSTRUMENTAL SYSTEMIC

LEVELS OF MASTERY WITHIN SUBJECT

TUNING LEVELS

SUBJECT DEPENDENT OUTCOMES FOR GENERAL LEARNING

GENERAL COMPETENCY ACROSS DISCIPLINES (TRANSFERABLE SKILLS)

LEVEL DESCRIPTORS FOR INDIVIDUAL COURSES

THRESHHOLD VS. DESIRED OUTCOMES RELATIVE VS. ABSOLUTE VALUE OF CREDITS REGULAR VS. EXTRA-CHALLENGING

THE SYSTEM IN PRACTICE: COMMUNICATION SKILLS

NATIONAL QUALIFICATIONS NATIONAL QUALIFICATIONS FRAMEWORK AND PROGRAM GOALSFRAMEWORK AND PROGRAM GOALS

QualificationsFramework – Dublin General Qualifications

Tuning subject dependentGeneral Learning Outcomes(reference points)

Tuning General, CompetencyAcross Disciplines (Transferable skills)T59

Benchmarking(alternative to Tuning) Generic Skills in History(UK)

Benchmarking (alternative to Tuning) Learning Outcomes

CommunicateInformation, ideas, problems, and solutions to specialized and non-specialized audiences (18)

BA – Communicate the basic knowledge of the field in coherent ways and in appropriate media (oral, written, graphic, etc.) p. 35

Level 1 – instrumental, interpersonal, and systemic (p. 37) Interpersonal includes ability to communicate with experts in other fields T 23

CommunicationCompetence: structure, coherence, clarity and fluency both orally and in writing (p. 44)

Clarity, fluency, and coherence in written expression and oral expression (H8)

*Progression: AA: can communicate about their understanding, skills and activities with peers, supervisors, and clients; MA = can communicate their conclusions and the knowledge and rational underpinning these, to specialist and non-specialist audiences clearly and unambiguously

IN PRACTICE: COMMUNICATION SKILLS - COURSES AND TRANSCRIPTS

Level DescriptorsFor individualcourses

Tuning Differentiates

UK examples of knowledge and application

Diploma Supplement proposal for U.S. – excerpts on learning

Basic – introduction p. 58

Threshold vs. desired outcomes

Apply knowledge to demonstrate comprehension of theory p.61

Qualification framework, if any

Intermediate (deepen Basic knowledge)

Relative vs .Absolute Value of credits T 53

Develop a distinctive approach to acquisition of knowledge

Program requirements in major as objectives, Tuning type disciplinary requirements, credit distributions, etc.

Advanced – strengthening expertise

Regular vs. extra-challenging Programs T54

Generate ideas formulating responses to well defined and abstract problems

Markers of student achievement beyond course content – research, etc.

Specialized – subfields that open up at an advanced level

Reviewing, consolidating, and extending knowledge

THE SYSTEM IN PRACTICE: SUMMARY OF COMMUNICATION SKILLS

FRAMEWORK: COMMUNICATE INFORMATION, IDEAS,PROBLEMS, SOLUTIONS TO DIFFERENT AUDIENCES

SUBJECT: COMMUNICATE BASIC KNOWLEDGE IN COHERENT WAYS IN DIFFERENT MEDIA

GENERAL: ABILITY TO COMMUNICATE WITH EXPERTS

LEVEL: INTRO, DEEPEN, EXPERTISE

ALSO: THRESHOLD, RELATIVE VALUE, EXTRA-CHALLENGING

DIPLOMA: MARKERS OF STUDENT ACHIEVEMENT

QUALIFICATION FRAMEWORKS

WHAT DOES EACH LEVEL OF DEGREE WE AWARD MEAN?

WHAT DOES IT REPRESENT IN TERMS OF STUDENT LEARNING?

HOW DOES IT DIFFER FROM LEVELS ABOVE AND BELOW IT?

TOP 3 DEGREE LEVELS LEVEL 6: Demonstrate mastery and

innovation to solve complex and unpredictable problems in specialized field

LEVEL 7: Specialized problem-solving skills required in research and innovation to develop and integrate new knowledge

LEVEL 8: Most Advanced, including synthesis and evaluation, to solve critical problems in research/innovation and extend knowledge

LEARNING OUTCOMES 1. KNOWLEDGE AND UNDERSTANDING:

breadth and kind 2. APPLICATION OF KNOWLEDGE

/UNDERSTANDING: range, selectivity 3. FLUENCY IN USE OF INCREASINGLY

COMPLEX DATA AND INFORMATION BREADTH AND DEPTH OF TOPICS

COMMUNICATED; RANGE OF AUDIENCES FOR COMMUNICATION

DEGREE OF AUTONOMY GAINED FOR SUBSEQUENT LEARNING

IRISH FRAMEWORK COMPENDIUM, TAB 9, BLUE SHEET,

DISPLAYS GRID OF: KNOWLEDGE (BREADTH AND KIND) KNOW-HOW AND SKILL (RANGE,

SELECTIVITY) COMPETENCE (CONTEXT, ROLE

LEARNING TO LEARN, AND INSIGHT)

WITH LEVEL INDICATORS FOR EACH LEVEL

CANADIAN FRAMEWORK

COMPENDIUM, TAB 9, YELLOW PAGES

DEGREE DESCRIPTION FOR: PREPARATION FOR EMPLOYMENT LENGTH OF PROGRAM ADMISSION REQUIREMENTS

CANADA, CONT’D

DEGREE-LEVEL STANDARDS FOR: DEPTH AND BREADTH OF KNOWLEDGE KNOWLEDGE OF METHODOLOGIES AND

RESEARCH APPLICATION OF KNOWLEDGE COMMUNICATION SKILLS AWARENESS OF LIMITS OF

KNOWLEDGE PROFESSIONAL CAPACITY/AUTONOMY

APPLICATION TO U.S DO WE ALREADY HAVE A FORMAL

SYSTEM THAT IS MORE FLEXIBLE? ACCREDITORS:

REQUIRE LEARNING GOALS USE PEERS TO ADDRESS LEVEL OF

GOALS REQUIRE GENERAL EDUCATION

STATES SET PROGRAM LENGTH AND MONITOR OTHER AREAS

TRADITION REGARDING MAJORS JOHN NICHOLS - AACU

ISSUES

WHETHER OR NOT NEEDED, SHOULD THE U.S. HAVE A QUALIFICATIONS FRAMEWORK FOR PURPOSES OF TRANSFER WITH OTHER COUNTRIES?

WHO WOULD CREATE AND ENFORCE IT?

DISCIPLINARYASSOCIATIONS COULD ACCREDITORS MOTIVATE

NATIONAL DISCIPLINARY ASSOCIATIONS TO DEFINE LEARNING GOALS AND MEASURES BY STATING THAT INSTITUTIONS USING THOSE WOULD BE DEEMED TO COMPLY WITH STUDENT LEARNING REQUIREMENTS?

INSTITUTIONS COULD ELECT WHETHER OR NOT TO USE THEM

DISCIPLINARY ASSOCIATIONS HAVE EXPERTISE

FACULTY BUY-IN “ASSESSMENT IN POLITICAL

SCIENCE” (APSA 2009) “ASSESSMENT IN HISTORY:

(AMERICAN HISTORICAL ASSOCIATION)

AMERICAN PSYCHOLOGICAL ASSOCIATION –10 GOALS WWW.APA.ORG/ED/CRITIQUE_GOALS.HTML

COMMUNICATION INFORMATION AND IT SOCIOCULTURAL AWARENESS PERSONAL DEVELOPMENT CAREER PLANNING KNOWLEDGE BASE RESEARCH METHODS CRITICAL THINKING APPLICATION VALUES

NEXT STEPS

THERE MAY BE FOUNDATION GRANT MONEY AVAILABLE. REGIONAL ACCREDITORS HAVE DISCUSSED PARTICIPATING IN A PROJECT WITH A NATIONAL ORGANIZATION INVOLVED.

WHAT, IF ANYTHING, SHOULD MSCHE DO?