Tuning

 

Questionnaire on competences for Graduate Architects in Europe (for Academics)

Questionnaire on competences of Graduate Architects (for employers)

Tuning has been designed as an independent university driven project, which is co-ordinated by university staff members from different European countries. The project is based on the idea that that universities must not look for harmonisation of their degree programmes or any sort of unified, prescriptive or definitive European curricula but simply for points of convergence and common understanding. The protection of the rich diversity of European education has been paramount in the Tuning project from the very start and the project in no way seeks to restrict the independence of academic and subject specialists, or damage local and national academic authority. The objectives are completely different: Tuning looks for common reference points.

In the framework of the Tuning project a methodology has been designed to understand curricula and to make them comparable. As part of the methodology the concept of learning outcomes and competences was introduced as reference points to be met. According to Tuning these are the most relevant elements in the design, construction and assessment of qualifications.

By learning outcomes we mean the set of competences including knowledge, understanding and skills a learner is expected to know/ understand/demonstrate after completion of learning process— short or long. They can be identified and related to the entire programmes of study (first or second cycle) and for individual units of study (modules). Competences can be divided into two types: generic competences, which in principle are subject independent, and subject specific competences. Competences are normally obtained during different course units and cannot therefore be linked to one unit. It is, however, very important to identify which units teach the various competences in order to ensure that these are actually assessed and quality standards are met. It goes without saying that competences and learning outcomes should correspond to the final qualifications of a learning programme.

Competences and learning outcomes allow flexibility and autonomy in the construction of curricula and at the same time they are the basis for formulating commonly understood level indicators.

ENHSA Thematic Network is already involved in the Tuning project and has prepared and circulated to European Schools of Architecture two questionnaires which aim at the recording of the competences and learning outcomes of graduate architects.

The first questionnaire is addressed to teachers in Schools of Architecture and has as main objective to map the gravity of competences which according to the teachers have to structure the profile of a graduate architect.

The second questionnaire is addressed to the employers who employ young architects in their practice, company or service. The aim of this questionnaire is to map the competences that the employers expect graduate architects to poses in order to fulfil the demands of their professional practice.

We kindly ask you to support our effort and to fill the appropriate questionnaire.

Questionnaire on competences for Graduate Architects in Europe (for Academics)

Questionnaire on competences of Graduate Architects (for employers)