Tuning Impact in Latin America: Is There Implementation beyond Design?

Autor/inn/en	Beneitone, Pablo; Yarosh, Maria
Titel	Tuning Impact in Latin America: Is There Implementation beyond Design?
Quelle	In: Tuning Journal for Higher Education, 3 (2015) 1, S.187-216 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2340-8170
DOI	10.18543/tjhe-3(1)-2015pp187-216
Schlagwörter	Alignment (Education); Foreign Countries; Program Evaluation; Universities; Student Centered Learning; Educational Cooperation; Competency Based Education; Profiles; Institutional Evaluation; Questionnaires; Spanish; Portuguese; Teaching Methods; Curriculum Development; Student Evaluation; Program Descriptions; South America; Spain + Suchen Sie Ihr Suchwort? Ausland; Programme evaluation; Programmevaluation; University; Universität; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Education; cooperation; Kooperation; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Charakterisierung; Profilanalyse; Fragebogen; Spanisch; Portugiesischunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Schulnote; Studentische Bewertung; Südamerika; Spanien
Abstract	Deusto International Tuning Academy is undertaking a large-scale study to analyse the impact Tuning projects may have had in participating universities. More particularly, the study hopes to provide an unambiguous answer regarding the presence or absence of the implementation of a competence-based student-centred approach in the different world regions where Tuning projects have taken place. The present article focuses only on Latin America where two Tuning projects have been developed. It describes the findings of the first two stages of the study. After reporting the data, the authors argue that there is evidence of a Tuning impact in each of three intended impact domains: (1) understanding of the importance of a shift from content- to competence-based education; (2) provision of institutional support necessary to facilitate this change; and (3) appropriate teaching, learning and assessment within the general framework of the study plans and degree profiles. (As Provided).
Anmerkungen	University of Deusto. e-mail: tuningjournal@deusto.es; Web site: http://www.tuningjournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01