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Tuning Journal for Higher Education
Number of Followers: 2  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2340-8170 - ISSN (Online) 2386-3137
Published by Universidad de Deusto Homepage  [3 journals]
  • Editors’ Acknowledgments

    • Authors: Editorial Team TJHE
      PubDate: Fri, 29 Nov 2019 09:09:56 +010
       
  • The individual watching of one’s own video and its influence on future
           biology teachers´ professional vision

    • Authors: Linda Němečková; Lenka Pavlasová
      Abstract: The student teacher usually learns their trade under the guidance of a mentor during teaching practice. Reflections usually take place after the mentor’s observation of the student´s lesson, and take the form of an interview between the two participants. Recently, video recordings have been used advantageously to add an extra dimension to such professional development. In the classroom, at the time of the lesson, future teachers may not notice certain events, but using video helps them review, and analyse their attributes, thereby making the reflective process more effective. The development of ‘professional vision’ consists of two processes: (1) noticing different events and (2) assessing and appraising themselves.1 This study analysed four written reflections (two pairs from each) from future biology teachers (n = 65) during their practice at ISCED 2 (International Standard Classification of Education 2 – lower secondary education, pupils from 11 to 15 years old) and at ISCED 3 (International Standard Classification of Education 3 - upper secondary education, pupils from 15 to 19 years old) schools. The first reflection in the pair (‘pre-reflection’) was written without video recordings, and the second (‘post-reflection’) with the support of video recordings. The reflections were divided into statements, and coded according to Sherin and van Es’ categorisation system. Statistically significant changes were found in several categories of professional vision in the students´ statements. During practice at ISCED 2 school (the first practice in the curriculum) students commented more often in the Self, Pedagogy, Management, Evaluate and Alteration categories in postreflection, and less in the Student, Curriculum, Subject, Climate and Describe categories. During (the second) practice at ISCED 3 school, students dealt more with Self and Alteration categories in post-reflection. These findings persuaded us that the use of two practices based on video-supported reflection of one’s own lessons is effective in prospective biology teachers’ development of their professional vision.Received: 28 May 2019
      Accepted: 08 November 2019
      Published online: 29 November 2019
      PubDate: Fri, 29 Nov 2019 09:09:55 +010
       
  • Developing a Reflection Guiding Tool for underperforming medical students:
           An action research project

    • Authors: Nurul Atira Khairul Anhar Holder; Zhi Liang Sim, Chan Choong Foong, Vinod Pallath
      Abstract: The ability to reflect is an important generic competence especially for underperforming students as they have to analyse their previous learning experiences to improve on future academic performances. This action research describes the process of a team when developing a reflection guiding tool (RGT). As the underperforming students may have difficulty in comprehending what is expected from them while using a reflective approach, we designed the RGT based on the six steps in Gibbs cycle; 1) Description, 2) Feelings/Reactions, 3) Evaluation, 4) Analysis, 5) Conclusions, and 6) Personal action plan. These underperforming students reflected on how, and why, they failed their assessments based on the proposed RGT. Findings revealed that RGT was able to make students aware of what reflection skill is and thus fulfilled its objective. It helped Year 1 and Year 2 underperforming medical students to reflect on their academic failure.Received: 05 September 2019
      Accepted: 22 November 2019
      Published online: 29 November 2019
      PubDate: Fri, 29 Nov 2019 09:09:55 +010
       
  • Competence-based approach to a module design for the Master Degree
           Programme in Translation: Challenge of Tuning Russia Tempus Project

    • Authors: Vera Zabotkina; Marina Korovkina, Olga Sudakova
      Abstract: The article demonstrates the application of the modular competence-based approach for the design of a Master degree programme in translation studies. The case study is based on output materials produced during the lifetime of the Tuning Russia project involving a number of Russian universities, one of which is the Russian State University for the Humanities (RSUH). The module in question – the LSP (language for special purposes) translation module – emphasizes interaction between the related disciplines on the basis of the common subject-matter, i.e. the translation of special purpose texts. The modular approach sets out to achieve key competences required for professional qualifications. In addition, the module considers teaching methods, ECTS and assessment tools. Attention is given to the concept of competence-based approach in contemporary education. The authors argue that the competence-based approach introduced in Russia at the national (Ministerial) level in 2016 facilitates Russia’s interactive alignment with the main principles of the Bologna Process adopted by the European Higher Education Area.Received: 01 April 2019
      Accepted: 24 June 2019
      Published online: 29 November 2019
      PubDate: Fri, 29 Nov 2019 09:09:54 +010
       
  • Introduction

    • Authors: Mary Gobbi
      Abstract: In this issue, the metaphor of ‘Viewing Self’ at national, institutional and personal level has demonstrated how historical context, theoretical modelling, globalisation, competitiveness and the driver of professional aspiration, when subject to the critical lens of reflection, provide avenues for change and improvement within Higher Education.Published online: 29 November 2019
      PubDate: Fri, 29 Nov 2019 09:09:53 +010
       
  • Four years of TJHE at a glance

    • Authors: Luigi F. Donà dalle Rose; Anna Serbati
      Abstract: As an answer to a kind invitation from the present Editor Prof Mary Gobbi, we dare to share as past TJHE Editors some reflections about our four-year period, which edited 8 issues out of a total of 12 issues since when the Journal was born (2013).Published online: 29 November 2019
      PubDate: Fri, 29 Nov 2019 09:09:53 +010
       
  • Reflections on richness and complementarity in diversity: The Tuning
           Journal contribution to global education and scholarship

    • Authors: Mary Gobbi
      Abstract: The progress so far with the Journal has more than justified the Spirit evoked by the European Bologna Process and the key role played by the Tuning founders and activists in their endeavor to enable Higher Education Institutions to address the challenges of this Century. They have helped contribute to the necessary reforms of the European Higher Education Space. Tuning commenced with aspirations to facilitate student centred learning underpinned by effective pedagogy, stakeholder engagement and the achievement of quality assured competence-based education. What is crucial in the Tuning vision, particularly as it is now literally sharing experience within the global community, is the commitment to avoid uniformity, celebrate diversity, recognize points of convergence and find opportunities to share good practices. In true academic fashion, we must be ever ready for debate and deliberation.Published online: 29 November 2019
      PubDate: Fri, 29 Nov 2019 09:09:53 +010
       
  • Experience and enlightenment: “Customer-oriented” nine-stage major
           gifts management model of world-class U.S. universities

    • Authors: Chenghua Lin; Yanjie Xie, Ruixue Xu
      Abstract: Since the 1990s, “customer orientation” marketing has been widely applied to major gifts management of world-class U.S. universities, forming a donor-centered model for major gifts management. It focuses on donor demands management, relationship cultivation and value creation, which has a major effect on university fundraising and development. Through literature review and case study of the University of Pittsburgh, this study analyzes the major gifts management model of world-class U.S. universities in terms of theory, structure, operation model, and development characteristics. The findings show that there are two important characteristics of the organizational structure of major gifts management in the United States: one is the donation market segmentation and the donor classification management; the other is the refinement of donation management functions. And this paper proposes a nine-stage major gifts management model of world-class U.S. universities, which contains “Definition-Identification- Qualification-Development of Strategy-Cultivation-Solicitation-Negotiation-Acknowledgment -Stewardship.” Finally, this paper summarizes the development trend of major gifts management: emphasizing donor’s value creation, donor internalization and capitalization, cultivating prospective donors from national to international, moving towards integration of leading capacity building and donor orientation.Received: 08 April 2019
      Accepted: 05 November 2019
      Published online: 29 November 2019
      PubDate: Fri, 29 Nov 2019 09:09:53 +010
       
 
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