In the course of the Mastermind Europe project, we have collected quite a number of publications that are relevant to Master’s admission for a diverse international classroom.
In this Mastermind Europe Repository, you will find all these publications – with a hyperlink, bibliographical information, and also a short description. This description is our responsibility; it does not necessarily reflect the opinion of the writers or publishers – it is not the authors’ abstract. But we hope that readers find it useful.The repository is structured in categories that proved useful in our project, such as Project Background, Degree Profiles and Learning Outcomes.
We welcome feedback on the set-up of the repository as well as on the content of the entries.
The hyperlinks were tested before we put them on the website; we can’t guarantee that they will keep working.
Finally: we welcome any suggestion for additions to the Repository!
Select a category:
|Competences and learning outcomes: a panacea for understanding the (new) role of Higher Education?
||Wagenaar, R. (2014). Competences and learning outcomes: a panacea for understanding the (new) role of Higher Education?. Tuning Journal for Higher Education, 1(2), 279-302.|
|Foundations of transdisciplinarity
||The author describes and analyzes the mismatch between the prevalent monodisciplinary (or uni-disciplinary) approach to university education and the need for multidisciplinary approach of Mankind's major challenges, such as water, forced migration, poverty, environmental crises, violence, terrorism, neo-imperialism, and destruction of social fabric.
||MA Max-Neef - Ecological economics, 2005 - Elsevier|
|From teaching to learning A new paradigm for undergraduate education
||Already in 1995, the authors describe the paradigm shift from HE institutions providing instruction to institutions that are set out to produce learning. Important challenges identified in the article are resource scartcity and outdated modes of instruction.
||RB Barr, J Tagg - Change: The magazine of higher learning, 1995 - Taylor & Francis|
|New profiles for new societies
||The opening volume of the Journal of the Tuning Academy operated by the University of Deusto and the University of Groningen. It was set up as a platform for research and discussion on the student centred, competence and learning outcome based reforms of higher education.
||Ryan, P. D. (ed.). New profiles for a new society. Tuning journal for higher education, 1(1).|
|Roadmap to enhanced student learning
||Natasha A. Jankowski & David W Marshall|
|The Case for Noncognitive Assessments
||The author gives a comprehensive overview and analysis of literature on non-cognitive assessments as an introduction to development work by ETS in this field. He lists a number of mechanisms to assess non-cognitive competencies: time-to-reaction measures, emotional intelligence measures, situational judgement tests, biodata, force choice tests, and multiple measure approaches.
||Kyllonen, P. (2005). The case for noncognitive assessments. R & D Connections, 1-7.|
|The Flexible Professional in the Knowledge Society: General Results of the REFLEX Project
||The REFLEX project (acronym for Research into Employment and professional FLEXibility) was a 16 countries' project focusing on the demands of modern knowledge society on higher education graduates, and the degree to which higher education equips graduates with the required competencies. The project included a survey among some 70.000 HE graduates. The 19 page Management Summary contains policy conclusions for the EU, national governments, employers, HE institutions, and the students themselves.
||The document outlines the methodology for the comparison of curricula by subject specialists. It identifies 5 lines of approach: generic competences, subject specific competences, accummulation thorugh ECTS, approaches to learning, teaching & assessment, and the role of quality enhancement. Furthermore, it outlines a model with 8 steps for the design and delivery of a curriculum from needs identification through design and implementation to quality monitoring and evaluation.
||Unreferenced document on the Tuning website|