Slides for the presentation by Maria Pilar Canedo Arrillaga, Luis Gordillo Perez, Paula Cornellas and Naiara Arriola Echaniz (University of Deusto) at the Learning in Law Annual Conference 2011.

1. The focus on skills
for improving
students María Pilar Canedo
engagement: Tuning Paula Comellas
educational
structures approach Naiara Arriola
pp
Luis Gordillo
Learning in Law Annual
g
Conference 2011
UKCLE
University of
U i it f
Deusto
Law@deusto.es

2. The Tuning Logo
Background: European Blue
Tuning fork – tuning structures
University – Universal – Union
Open-ended, co-ordinated, flexible U
Diverse, multi-coloured, dynamic

3. The TUNING project is a project by and for universities.
It is the Universities’ response to the challenge of the
Bologna Declaration
TUNING MOTTO
Tuning of educational structures and p g
g programmes on the
basis of diversity and autonomy

4. WHY TUNING?
Comparable Qualification
Comparable graduates
The objectives:
j
To identify common reference points from discipline and university
perspective
To develop professional profiles and comparable and compatible
learning outcomes
To facilitate employability by promoting transparency in educational
structures (easily readable and comparable degrees):New skills for new
jobs
j b
To develop a common language which is understood by all
stakeholders (Higher education sector employers professional bodies)
sector, employers,

5. THE TUNING
METHODOLOGY
Line 1: Professional profile
Equivalence in the capacities (be able to do).
Line 2: Generic competences
Consultation with graduates, employers and academics on th
C lt ti ith d t l d d i the
importance of 30 generic competences and an evaluation of how
well HE institutions develop them.
Line 3: Subject specific competences (knowledge understanding
(knowledge,
and skills)
Mapping of subject areas and development of common reference
points and subject specific competences of each of the pilot
disciplines.
Line 4: Mapping of approaches to teaching / learning and
assessment in different countries
Teaching methodologies. How to implement the skills and
competences. Knowledge management as skill.
Line 5 Quality h
Li 5: Q lit enhancement t

6. Why Focus on competences?
1. Further transparency of professional profiles in study
programmes and emphasis on learning outcomes
2. Shift to a more learner oriented approach to education
3. Growing demands of a lifelong learning society which requires
more flexibility
4. Need for higher levels of employability and citizenship
5. Need for a shared language for consultation with all stakeholders

7. EUROPEAN COMMISSION
Tuning Europa
Tuning Latin America
Tuning Rusia
Tuning Georgia
Tuning North America
Tuning Africa…
Deusto International
ALFA
ECTS
Tuning Academy
T i A d
ERASMUS 2010

8. A SYSTEM
based on competences
centered on the student

9. Based on competences
Define
The pathway we have
followed leads us to
recognise that we
have jointly found a
way tto:
Define the
learning
competences and
outcomes

10. Define
Define
Identify the generic
competences and th i
t d their
relevance in a changing
world
Build consensus on the
specific competences and
Identify their value to identify each
Build subject area
j
consensus

11. Define
Define
Definir
Consult the different
social stakeholders
(importance – carrying
out)
Identify
Consult
Build consensus

12. Define
Define
Definir
Analyse
Analyse the results
of the consultation
f th lt ti
and redefine the
different degrees
Identify
Consult
Build consensus

13. Define
Define
Definir
Analyse
Designl the
professional profiles and
Design build consensus on the
most relevant
competences for each of
p
them, combining both
what is common for
academic recognition
and what i diff
d h t is different (th
t (the
Identify specific features)
Consult
Build consensus

14. Define
Define
Definir
Analyse
Measure the required
q
Design student workload to
reach competence
levels (Credits)
( )
Measure
Identify
Consult
Build consensus

15. Define
Define
Definir
Analyse
Develop the teaching
p g
Design and learning processes
of the competences
Measure
Identify
Consult
Build consensus
Develop

16. Define
Define
Definir
Analyse
Formulate the
Design required assessement
processes
Measure Formulate
Identify
Consult
Build consensus
Develop

17. Define
Define
Definir
Analyse
Design
Incorporate the
learning
Incorporate competences and
outcomes into the
Measure Formulate programme quality
enhacement
Identify
Consult
Build consensus
Develop

18. Define
Define
Definir
Analyse
Design
A coherent
system based on
Incorporate learning
Measure Formulate competences and
outcomes that
have been jointly
Identify
Consult developed.
Build consensus
Develop

19. Tuning Law:
-Tuning Europe
- Tuning LatinAmerica

20. Tuning Law:
g
Methodology
First part of the Consultation Process
+ Personal contact/On-line process
P l t t/O li
- Graduates: Generic competences
- Employers: Generic competences
- Academics: Specific and Generic
competences
Second part of the Consultation Process
- Academics: Specific and Generic
competences

21. Tuning Law:
Results
Generic competences:
1. Ability to analyse and synthesis
2.
2 Ability to apply knowledge in practice
3. Planning and time management
4.
4 Basic general knowledge in the field of law
5. Grounding in basic knowledge of the field of
employment in practice
p y p
6. Oral and written communication in your native
language
7. Knowledge of a foreign language
8. Elementary computing skills
9. Ability t d
9 Abilit to do research h
10. Ability to learn (independently)

22. Tuning Law:
Results
Generic competences:
11. Information management skills (ability to
retrieve and analyse information from different
sources)
12. Ability to give and receive criticism about your
performance
13. Ability to adapt to new situations
14. Ability to g
y generate new ideas ( (creativity)
y)
15. Problem solving
16. Decision-making
17. Teamwork
17 T k
18. Interpersonal skills
19.
19 Leadership
20. Ability to work in an interdisciplinary team

23. Tuning Law:
Results
Generic competences:
21. Ability to communicate with non-experts (in the
field)
22. Appreciation of diversity and multiculturalism
23. Ability to work in an international context
y
24. Understanding of cultures and customs of other
countries
25.
25 Ability to work autonomously and efficiently
26. Project design and management
27. Initiative and entrepreneurial spirit
28. Ethical commitment
29. Concern for quality
30. Will to succeed

24. GRADUATES: Generic competences ranking
2. Ability for applying know ledge in practi
y pp y g g p
1. Ability for analysis and synthesis (sum m
Decre
15. Problem solving
4. Basic general know ledge in the field of
6. Oral and w ritten com m unication in your n
16. Decision-m aking
g
easing p
25. Ability to w ork autonom ously and efficie
9. Ability to do research
10. Ability to learn (independently)
3. Planning and tim e m anagem ent
7. Know ledge of a foreign language
g g g g
position in ranking
29. Concern for quality (w anting to succeed)
30. Will to succeed
13. Ability to adapt to new situations
11. Inform ation m anagem ent skills
14. Ability for generating new ideas (creati
n
28. Ethical com m itm ent (to w ork in an ethica
18. Interpersonal skills (ability to relate
5. Grounding in basic know ledge of the fiel
21. Ability to com m unicate w ith non-experts
17. Team w ork
27. Initiative and entrepreneurial spirit
19. Leadership
23. Ability to w ork in an international cont
12. Critical and self-critical abilities (ab
20. Ability to w ork in an interdisciplinary
8. Elem entary com puting skills
26. Project design and m anagem ent
22. Appreciation of diversity and m ulticultu
24. Understanding of cultures and custom s of
0 1 2 3
Ordered by average ranking position

25. EMPLOYERS: Generic competences ranking
2. Ability for applying know ledge in practi
y pp y g g p
1. Ability for analysis and synthesis (sum m
Decre
4. Basic general know ledge in the field of
15. Problem solving
6. Oral and w ritten com m unication in your n
28. Ethical com m itm ent (to w ork in an ethica
(
easing p
29. Concern for quality (w anting to succeed)
16. Decision-m aking
10. Ability to learn (independently)
17. Team w ork
25. Ability to w ork autonom ously and efficie
y y
position in ranking
13. Ability to adapt to new situations
5. Grounding in basic know ledge of the fiel
3. Planning and tim e m anagem ent
9. Ability to do research
14. Ability for generating new ideas (creati
n
18. Interpersonal skills (ability to relate
21. Ability to com m unicate w ith non-experts
30. Will to succeed
7. Know ledge of a foreign language
11. Inform ation m anagem ent skills (ability t
20. Ability to w ork in an interdisciplinary
27. Initiative and entrepreneurial spirit
19. Leadership
12. Critical and self-critical abilities (ab
23. Ability to w ork in an international cont
8. Elem entary com puting skills
24. Understanding of cultures and custom s of
22. Appreciation of diversity and m ulticultu
26. Project design and m anagem ent
0 1 2 3
Ordered by average ranking position

26. Analysis of the g
y generic competences
p
FIVE MOST RELEVANT FIVE MOST RELEVANT
FOR GRADUATES FOR EMPLOYERS
2. Ability to apply 2. Ability to apply
knowledge in practice knowledge in practice
1. Ability to analyse and 1. Ability to analyse and
synthesis synthesis
16. Decision-making 4. Basic general
4. Basic general knowledge in the field
knowledge in the field
k l d i th fi ld of law
of law 16. Decision-making
6.
6 Oral and written 6.
6 Oral and written
communication in communication in
your native language your native language

27. EMPLOYERS:
IMPORTANCE,
IMPORTANCE Generic Competences
4
3
2
1
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Confidence intervals 95% confidence level
Ordered by competence number

28. EMPLOYERS :
ACHIEVEMENT, Generic Competences
4
3
2
1
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Confidence intervals 95% confidence level

29. EMPLOYERS :
IMPORTANCE vs ACHIEVEMENT
Generic Competences, ordered by importance
4
3
2
1
2 6 1 29 25 15 4 28 16 10 30 18 21 11 13 3 17 8 9 12 14 5 27 7 20 19 23 22 26 24
Blue line: Importance
Pink line: Achievement

30. GRADUATES:
IMPORTANCE,
IMPORTANCE Generic Competences
4
3
2
1
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Confidence intervals 95% confidence level
Ordered by competence number

31. GRADUATES:
ACHIEVEMENT,
ACHIEVEMENT Generic Competences
4
3
2
1
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Confidence intervals 95% confidence level

32. GRADUATES:
IMPORTANCE vs ACHIEVEMENT
Generic Competences, ordered by importance
4
3
2
1
1 2 6 15 25 29 16 4 10 11 30 13 3 21 18 8 9 14 28 12 7 5 17 27 23 19 20 22 26 24
Blue line: Importance
Pink line: Achievement

33. Tuning Law:
Results
Specific competences:
p p
1 Demonstrate
1. knowledge of principal features of the
legal system including general familiarity with its
institutions and procedures
2. Demonstrate knowledge of legal principles and
values in a wide range of topics extending
beyond the core curriculum
3. Demonstrate some in-depth knowledge of
specialist areas
4. Demonstrate critical awareness in the analysis of
the legal order
5. Ability t id tif
5 Abilit to identify and apply primary legal sources
d l i l l

34. Tuning Law:
Results
Specific competences:
6. Ability to identify and apply all legal sources of
relevance for a specific legal issue
7. Ability to identify societal concerns and values
behind l
b hi d legal principles and rules
l i i l d l
8. Ability to identify contemporary debates and
engage with these while accurately reporting the
applicable law
9.
9 Ability to make a distinction between reasoning
founded on law and policy-based arguments
10. Ability to identify and work with principal
aspects of a foreign legal system

35. Tuning Law:
Results
Specific competences:
11. Ability to act independently in planning and
undertaking complex legal tasks
d t ki l l lt k
12. Ability to identify and comprehend legal issues
13. Abilit to identify l
13 Ability t id tif relevant legal (including
tl l (i l di
procedural) issues from a large body of
unstructured facts
14. Ability to create new or imaginative solutions
through approaching a problem by using legal
material in different ways
15.Ability to decide whether factual circumstances are
y
sufficiently elucidated for a legal decision

36. Tuning Law:
Results
Specific competences:
16. Ability to render a reasoned legal
y g
decision
17. Ability to draft legal provisions
y g p
(legislation, contracts)
18. Ability to conduct legal research for
y g
giving legal advice
19. Ability to be aware of the need for a
y
multidisciplinary view of legal problems
20. Ability to conduct academic legal
y g
research

37. Tuning Law:
Results
Specific competences:
21. Ability to present knowledge with range of professional
presentation skills (oral and written)
22. Ability to write fluent and technically sophisticated prose,
using legal terminology accurately
i l lt i l t l
23. Ability to read a range of complex works within and about
law and to summarise their arguments accurately
24. Ability to work in cross-disciplinary teams as the legal expert of
the team and contribute effectively to its task
25. Ability to advise an interested person on the possible
outcome of a case, and outline alternative strategies
, g
leading to different solutions

38. Tuning Law:
Results
Specific competences:
26. Ability to identify and collate relevant statistical or numerical
y y
information and use it in a report
27. Ability to use relevant IT-tools, i.e. word-processing,
y p g
standard information retrieval systems, web-resources,
and ability to specify technological tools needed for
personal support
28. Ability to reflect on own learning
29. Ability to seek and make use of feedback
30. Awareness of the ethic dimension of legal work
31. Ability to use a foreign legal language

39. SPECIFIC COMPETENCES :
ACADEMICS:
4
3
2
FIRST CYCLE
SECOND CYCLE
1
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

40. Ranking of specific competences
Most appreciated competences
Demonstrate knowledge of principal features of
the legal system including general familiarity
with its institutions and procedures (1)
ith it i tit ti d d
Ability to identify and comprehend legal issues
(12)
Ability to identify and apply primary legal
sources (5)
Ability to make a distinction between reasoning
founded on law and policy based arguments (9)
policy-based
Ability to render a reasoned legal decision (16)

41. Thank you for your attention
E-mail:
mpcanedo@deusto.es
mpcanedo@deusto es
Subj:Tuning
Websites:
http://www.transnational.deusto.es
http://www transnational deusto es
http://www.unideusto.org/tuning