Tuning impact in Latin America: is there implementation beyond design?

Pablo Beneitone, Maria Yarosh

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.

Keywords


impact study; implementation; project evaluation; Tuning; Latin America; Tuning Latin America; competence-based approach; student-centred approach

Full Text:

[PDF] [HTML]

References


“What is impact evaluation?”, last modified 2011, http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTPOVERTY/EXTISPMA/0,,menuPK:384339~pagePK:162100~piPK:159310~theSitePK:384329,00.html.

Altbach P. G., Reisberg L., and Rumbley L.E. (2009) Trends in Global Higher Education Tracking an Academic Revolution. A Report Prepared for the UNESCO 2009 World Conference on Higher Education.

Austrian Development Agency, Guidelines for Project and Programme Evaluations. Vienna: Austrian Development Agency, 2009.

Beneitone, Pablo; Esquetini, César; González, Julia; Marty Maletá, Maida; Siufi, Gabriela, and Wagenaar, Robert, eds. Reflection on and Outlook for Higher Education in Latin America. Bilbao: University of Deusto – University of Groningen, 2007.

Beneitone, Pablo; González, Julia and Wagenaar, Robert, eds. Meta-profiles and profiles: a new approach to qualifications in Latin America. Bilbao: University of Deusto, 2014.

Garbarino, Sabine and Holland, Jeremy. Quantitative and Qualitative Methods in Impact Evaluation and Measuring Results, (2009); accessed at http://www.gsdrc.org/docs/open/EIRS4.pdf.

Newcomer, Kathryn E.; Hatry, Harry P., and Wholey, Joseph S., “Planning and Designing Useful Evaluations.” In Handbook of Practical Program Evaluation, edited by Kathryn E. Newcomer, Harry P. Hatry, Joseph S. Wholey, 5-29. San Francisco: Jossey-Bass, 2010.

OECD, Glossary of Key Terms in Evaluation and Results Based Management. Paris: OECD Publications, 2010.

_____, Outline of Principles of Impact Evaluation, (n.d.), http://www.oecd.org/dac/evaluation/dcdndep/37671602.pdf.

Stern, Elliot, Impact Evaluation: A Guide for Commissioners and Managers. London: Bond for International Development, 2015.

Stern, Elliot; Stame, Nicoletta; Mayne, John; Forss, Kim; Davies, Rick, and Befani, Barbara, Broadening the Range of Designs and Methods for Impact Evaluations. 2012.

Wheebox, People Strong and the Confederation of Indian Industry (2014) The India Skills Report https://wheebox.com/wheebox/resources/IndiaSkillsReport.pdf.




DOI: http://dx.doi.org/10.18543/tjhe-3(1)-2015pp187-216

Refbacks

  • There are currently no refbacks.