Competence-based ISBN 978-84-9830- 198-4 learning

1 Dr. Aurelio Villa S nchez obtained his PhD in Education Sciences (Pontifical University of Salamanca, Spain) in 1983, and was Director of the Institute of Education Sciences for 10 years: Since 2000, he has been Deputy Vice-Chancellor for Innovation and Quality at the Deusto University (Spain) where he is also Professor of Research Methods at the Faculty of Philosophy and Education Villa is the author and editor of several publications and a member of the editorial board of various education journals. He is Chief Scholar and Co-ordinator of the INNOVA research team, currently involved in the research project: Innovation, Organisational Development and Service Assessment in Educational Institutions .Dr. Manuel Poblete Ruiz holds a BA and PhD in Psychology (from the Complutense and Barcelona Universities, Spain respectively) and graduated in Education from the Pablo Montesinos School of Madrid (Spain). He currently lectures on Psychology (Labour and Organisational Psychology) at Deusto University (Spain) where he is a member of the University Teaching Innovation team, under the Deputy Vice-Chancellor for Innovation and Quality.

2 In the last 10 years, Dr. Ruiz has co-ordinated and participated in several research projects on the development of higher education competences. He has co-authored various books on the subject, several articles in management journals and presented numerous papers at national and international Villa S nchez and Manuel Poblete Ruiz (Eds.)Aurelio Villa S nchez & Manuel Poblete Ruiz (Eds.) Competence-based learningA proposal for the assessment of generic competencesISBN 978-84-9830- 198-4 One of the core themes of the Tuning Project is the issue of generic competences as a requirement for inclusion in the syllabus design update. This book contains a set of 35 generic competences defi ned and divided into 3 levels with indicators for their assessment. This will save you time and effort when selecting those which best suit each degree programme, adapting them to the context to attain the expected academic and professional profi le.

3 Competence-based learningUniversity PressDeustoCub01 Tuning competence (21).indd 1 Cub01 Tuning competence (21).indd 112/5/09 12:49:2512/5/09 12:49:25 Tunning 2 Tunning 221/1/09 15:07:1121/1/09 15:07:11 Competence-based learningTunning 3 Tunning 321/1/09 15:07:1121/1/09 15:07:11 Tunning 4 Tunning 421/1/09 15:07:1121/1/09 15:07:11 Competence-based learningA proposal for the assessment of generic competencesEditorsAurelio Villa S nchezManuel Poblete RuizAuthorsAurelio Villa S nchezManuel Poblete Ruiz (Co-ordinator)Ana Garc a OlallaGonzalo Malla MoraJos Antonio Mar n ParedesJos Moya OteroM. Isabel Mu oz San IldefonsoJosu Solabarrieta Eizaguirre2008 University of DeustoTunning 5 Tunning 523/3/09 10:14:2123/3/09 10:14:21P ginas web TuningTuning Am rica Latina: Europa: fi nancieroEl proyecto Tuning est subvencionado por la Comisi n Europea dentro del marco del Programa presente publicaci n refl eja nicamente la opini n de sus autores, no pudiendo hacerse responsable a la Comisi n Europea del uso que pueda hacerse de la in-formaci n en ella contenida.

4 Tuning projectAunque todo el material que ha sido desarrollado como una parte del proyecto Tuning Am rica Latina es propie-dad de sus participantes formales, otras instituciones de educaci n superior ser n libres de someter dicho material a comprobaci n y hacer uso del mismo con posterioridad a su publicaci n a condici n de reconocer su form of reproduction, distribution, public commu-nication or transformation of the work can only be per-formed following authorisation by its owners, unless le-gally established otherwise. If you wish to photocopy or scan any part of this work please contact CEDRO (Centro Espa ol de Derechos Reprogr fi cos / Spanish Copyrights Centre) at University of box 1 - 48080 BilbaoISBN: 978-84-9830- 967-6 Tunning 6 Tunning 623/6/09 16:43:2623/6/09 16:43:267 Table of ContentsIntroduction by Tuning General co-ordinators.. 9 Acknowledgements .. 13 Introduction.. 15 Chapter 1.

5 Competence-based learning .. 31 Chapter 2. Instrumental Generic Competences .. 63 competence : Analytical Thinking .. 65 competence : Systemic Thinking .. 72 competence : Critical Thinking .. 80 competence : Creative Thinking .. 87 competence : Refl ective Thinking .. 94 competence : Logical Thinking .. 101 competence : Analogical Thinking .. 107 competence : Practical Thinking .. 113 competence : Deliberative Thinking .. 120 competence : Team Thinking .. 126 competence : Time Management .. 133 competence : Problem-Solving .. 140 competence : Decision-Making.. 146 competence : learning Orientation.. 153 competence : Planning .. 161 competence : Computer Skills .. 167 competence : Database Management.. 175 competence : Oral Communication .. 181 competence : Writing Skills.. 188 competence : Foreign Language Profi ciency .. 195 Tunning 7 Tunning 73/3/09 15:14:443/3/09 15:14:44 University of Deusto - isbn 978-84-9830- 967-68 Chapter 3.

6 Interpersonal Generic Competences.. 201 competence : Self-Motivation .. 203 competence : Diversity And Interculturality .. 210 competence : Adaptability .. 216 competence : Ethical Sense.. 223 competence : Interpersonal Communication.. 232 competence : Teamwork.. 238 competence : Confl ict Management And Negotiation .. 245 Chapter 4. Systemic Generic Competences.. 255 competence : Creativity .. 257 competence : Enterprising Spirit .. 264 competence : Innovation .. 270 competence : Objectives- based Management .. 278 competence : Project Management .. 285 competence : Quality Orientation .. 294 competence : Achievement Orientation .. 301 competence : Leadership .. 308 Final Considerations.. 317 Bibliography .. 325 Tunning 8 Tunning 83/3/09 15:14:443/3/09 15:14:44 University of Deusto - isbn 978-84-9830- 967-69 Introduction by Tuning General co-ordinatorsThe book competence based learning .

7 A proposal for the As-sessment of Generic Competences opens a new series within the Tuning Higher Educational Structures publications. Up to now, the books were international reports, publications which reflected the consensus of experts from concrete geographical regions either at a regional level (Europe, Latin America) or at the level of countries as Georgia and the Russian Federation. Other Tuning publications cover thematic fields, like Chemistry, Physics, Educational Sciences, European Studies, Medicine and Occupational Therapy. All these publications are also available on the Tuning website which counted in November 2008 a significant number of million visits (together with the Tuning Latin America website more than visits!). By now, the general introduction to the Tuning approach has al-ready been translated into 13 languages. Translation into the wider spo-ken languages was a clear strategy of the Management Committee of the project.

8 The translation into other languages has been initiated by people involved in Higher Education from particular countries. In both cases the work was done with the objective to make the Tuning ap-proach and methodology available for large groups of academics and other stakeholders. Although Tuning started off as a project - set up by higher education institutions and their academics and strongly supported morally and fi-nancially by the European Commission - it has developed into a process of itself. The Tuning Process of higher education programmes results Tunning 9 Tunning 921/1/09 15:07:1221/1/09 15:07:12 University of Deusto - isbn 978-84-9830- 967-610from and is clearly related to the Bologna Process. While the Bologna Process focuses on the harmonisation of systems, the Tuning Process aims to make educational programmes compatible and comparable.

9 The axiom of the Tuning approach is to respect and promote diversity of de-gree programmes. To make this possible, Tuning has given much atten-tion to the development of a common language, which is understood by all stakeholders involved in the process. Key to this language is the de-velopment of competences and the achievement of learning outcomes. The aim of a degree programme or a period of studies is to make the learner more competent. The Tuning publications so far were the result of transnational coop-eration of academics. This book reflects the work done by a group of academics from a single university, the University of Deusto. Tuning is aware that other efforts are being made at the level of institutions, which relate clearly to the Tuning Process approach. Tuning welcomes publications in its new series which offer concrete tools for implement-ing its methodology.

10 Up to now the Tuning publications dealt with issues of general meth-odology. A methodology focusing on (re)designing degree programmes which contributes to the joint venture of the creation of a regional high-er education area, in Europe, in Latin American, etc. This book shifts from design to implementation and it is as such a concrete example how to proceed. Translated into English at the request of a large number of academics and management in charge of implementation at institution-al and degree programme level, this is a book which is prepared to ac-company the process of change at a concrete university. It is meant as a case study, a possible way forward, not as a model. This is true, even at the level of the University of Deusto for which it has been developed. Many of the people who read the book thought it was useful and thought provoking. It has also been used at some international pro-grammes and workshops, creating interesting debate and stimulating the development of new this particular moment in the process of educational reforms, ex-perience shows that it is not sufficient to desire change, or even to pro-gramme it at a general or institutional level.