In the summer of 2000, a group of universities unanimously agreed to take on the challenges of the Bologna Process. As a result, they set up a pilot project called “Tuning”, which sought to harmonize educational structures in Europe.  The group  members then approached the European Association of Universities (EAU)  for their support in  increasing the number of participants in the project. In addition, they requested  financial assistance from the European Commission, namely within the framework of the Socrates Program.

The Tuning Project deals with various action lines  highlighted  in Bologna. In brief, this deals with the adoption of a system for academic titles whereby qualifications are  transferable via a  system that is based on two academic cycles and the creation of a  credit system. The Tuning Project also contributes to the  fulfillment of the  other objectives established in Bologna.

More specifically, the project seeks to define reference points for generic and specific skills for each academic discipline in the first and second academic cycles. These are based on a series of thematic fields: Business Studies, Pedagogy, Geology, History, Mathematics, Physics and Chemistry. The skills describe the learning results, that is, what a student knows or may demonstrate once the learning process has been completed. This process is applicable to both specific and generic skills.  Moreover, it may also affect communication and leadership skills. What’s more, university personnel, students, and employers were consulted about the types of skills they would like to see graduates develop.

Competencies  can be described as a reference point for the elaboration and evaluation of  academic study plans. They are  not meant to be based on rigid models. The development of skills   aids  flexibility and autonomy.  By the  same token,  competencies introduce a common language that can be used to define the plan’s objectives.

Approximately, 100 representatives from EU countries and the European Economic Area  participated in the first phase of the project (2000-2002), which was coordinated by the University of Deusto (Spain) and the University of Groningen (The Netherlands). The Tuning Project is supported by previous cooperation experiences that were carried out within the framework of both the Socrates- Erasmus Thematic Network Projects and  the ECTS pilot projects. It is hoped that the  results of the Tuning Project will stimulate new  interest in HE systems and Programs throughout Europe.

The term “Tuning”* was used  for the project because it denotes the idea that universities  do not wish  to harmonize their certificate programs or offer joint European study plans that are obligatory or definitive. Instead, it is a way of  establishing solid points of reference, convergence and mutual understanding.

Ever since its inception, the Tuning project has sought to protect the rich diversity of European Education.  Furthermore,  it does not seek to restrict the autonomy of the academic worldor specialists of each academic discipline. Similarly, it does not aim to  weaken the influence  of local and national academic authorities.

The Tuning Methodology

Within the framework of the Tuning Project, a specific  methodology was  used that incorporates a comparative model and which  develops understanding of study plans. Four strategic lines of action were identified:

1)    Generic skills

2)    Specific course -based skills

3)    The role of the ECTS system, i.e. as a credit accumulation model

4)  The roles that learning, teaching, assessment, and output play in relation to Quality Assessment and Assurance.

During the first phase of Tuning, a special emphasis was placed on the first three aims. However, less attention was placed on  the fourth strategic goal - given the fact that there were time constraints.  This aim was particularly significant during the second phase of the project (2003-2004).

For each of the strategic goals, a clearly defined process was used. The initial stage consisted of compiling up-to-date information about the situation on a European scale. The information was then analyzed and discussed by experts in seven thematic areas. The  group work that was carried out was finally validated by the corresponding networks.  In turn, this helped to improve knowledge,  develop understanding of the context, and analyze  conclusions.  This information could then be used to make a comparison of the European models. Furthermore, the four action lines would enable universities to “fine tune” their study plans without losing their autonomy and innovation capacity.

Phase II of Tuning

Phase II of Tuning

The second phase of the project (2003-2004) is based on the results of the first phase (2000-2002). In the second phase, the results are consolidated by a number of stakeholders (professional associations, employers, quality assurance agencies etc). During this stage, work is extended to countries that are potential candidates and also those that are in the process of joining. The same situation applies to other fields (interdisciplinary courses and subjects geared towards the job market). In this case, its methodology will be transferred to the Socrates-Erasmus thematic networks. Phase II  focuses on the fourth strategic goal, namely the function of learning, teaching, assessment and performance, i.e.  in relation to quality assessment and quality assurance.

On a more generic level, the Tuning project seeks to provide a platform for the exchange of experiences and knowledge among  countries, HEI, and personnel, i.e. that which  relates to the application of the Bologna Process.  The main aim is to create convergence at Higher Education in Europe. It is achieved by enhancing the transparency of educational structures and promoting innovation via the communication of experiences and best practice.

In order to participate in the adjustment process of European educational structures, the Tuning Project will be  jointly implemented by applying  specific mechanisms, processes and institutional bodies.   These are listed below:

univiversity  students (ESIB)

University Rector Conferences (EUA)

EURASHE; Quality Assurance and Accrediation (ENQA)

ENIC-NARIC Centres; the Bologna Follow-Up Committee

Ministries of Education; the European Commission

Employers and Professional Associations.

Phase II Activities:

Validation and Consolidation

• The most accurate adjustment of the results of strategic goals 1 and 2 (to determine points of reference for generic skills and specific course-based skills in the first and second cycle of academic degrees, including level descriptors) are in the following disciplines: Business Studies, Pedagogy, Geology, History, Mathematics, Chemistry and Physics. These reference points  are based on  specific skills  (competencies) that facilitate the recognition and the European integration of academic degree titles. They should also be applied to distance education and life-long learning .

• To validate  the results of strategic goals 1 and 2 with key stakeholders, namely universities, employers, professional associations, information centers  for academic recognition, students,  and quality assurance /accreditation agencies.
• To enable current thematic Socrates-Erasmus Association  Networks to participate in  the results and experiences of the Tuning Pilot Project  for its eventual implementation in networks, namely those which function as consultancy platforms for other stakeholders.

New Activities

• An improved  adjustment of general methodology to calculate the amount of work carried out as part of Phase I of Tuning,i.e.  to ensure that it works  and to test it in the sphere of thematic fields.
• The creation of a link between skills and ECTS credits- with the aim of testing the ECTS system as an instrument for the elaboration of study plans.
• Development of the role of different foci concerning teaching, learning, evaluation and performance- i.e. within the framework of the elaboration of study plans.

New Members, New fields

• To offer the Tuning Process to more universities
• To promote the Tuning Process  in countries that are either in the process of joining or those that are  considered possible candidates
• To determine the generic and specific skills for each discipline (abilities, knowledge, content) which is part of two new fields of study: Nursing (Applied Sciences) and European Studies (Interdisciplinary Students), and by so doing, to create two European networks that provide examples of best practice- thereby developing innovation and quality in analytical reflection  and joint exchanges within a comparative framework

Participation  in Phase II

In the first phase, universities were selected according to the traditional method.  In other words, there were two basic criteria: that  the most convenient method would be used for selecting related  thematic fields; b) that there was an institution of higher education with the required characteristics (comparable with another university).In order to avoid further  complications, thematic fields were carefully chosen  in seven areas of scientific study. Therefore,  there would be a comparative assessment of the professional profiles and the desired results  in terms of knowledge, abilities and skills.

Once it had been shown  that that this strategy was effective, there was the new challenge of applying the results of the Tuning project to different types of thematic aims. During the second phase, the Tuning methodology is applied to two recently created thematic fields. For instance, there is an Interdisciplinary system for  students who choose European Studies and an Applied Science for the student who chose Nursing. Both subjects should serve as examples of Comparative Studies of thematic fields. Another key aim is to ensure that  the institutions that are in the process of joining and also potential candidate countries  participate.

As a result, the present nucleus, which is comprised of approximately one hundred institutions, would be extended  to thirty ( fifteen of which would be from countries that  are in the process of applying and countries that are potential candidates). In  Mid-Decemeber 2002, a meeting was organized  to participate in the new thematic fields:  European Studies and Nursing. The convocation was arranged with the support of national agencies, the NARIC centers, the European University Association (EUA) and the European Association of Higher Education Institutes (EURASHE). The seven  groups  increased by one new member. The new member came from a country that  is the process of joining or is a potential candidate,  that is one  which was recommended by the thematic networks and the Tuning Area Groups.

For further information please see the document: «Tuning» -Refining Educational Structures in Europe

*The term ‘Tuning’ has been used here in the musical sense.

Revised & Edited: 11-06-09