Competences, learning outcomes and convergence: a case study – University College Cork Ireland

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dc.contributor.authorHyland, Áineen
dc.date.accessioned2025-06-18T08:44:14Z
dc.date.available2025-06-18T08:44:14Z
dc.date.issued2008en
dc.description.abstractMy university, University College Cork (UCC) in Ireland, was nominated by the European Universities Association (EUA) as one of the case studies for this forum. The EUA is an association which represents higher education institutions in 43 countries throughout Europe. It plays a major role in supporting reform and change in higher education, especially through its Institutional Evaluation Programme (IEP) and its support for Quality Culture within universities. It has played an important role in supporting European universities to implement the Bologna Process, including the European Credit Transfer System, modularisation and semesterisation, rewriting courses and programmes in terms of learning outcomes, reviewing doctoral education, and supporting joint Masters programmes. Of particular relevance to this forum was its Quality Culture project on Teaching and Learning, specifically the collaborative project relating to Learning Outcomes, in which UCC was a partner institution.en
dc.description.statusPeer revieweden
dc.description.versionAccepted Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationHyland, Á. (2008) 'Competences, learning outcomes and convergence: a case study – University College Cork Ireland', Invitational Forum on Converging Competences: Diversity, Higher Education, and Sustainable Democracy. Council of Europe Headquarters, Strasbourg, 2-3 October 2008.en
dc.identifier.endpage9en
dc.identifier.startpage1en
dc.identifier.urihttps://hdl.handle.net/10468/17652
dc.language.isoenen
dc.publisherCouncil of Europeen
dc.rights© 2008, Áine Hyland.en
dc.subjectUniversity College Corken
dc.subjectEuropean Universities Association (EUA)en
dc.subjectReformen
dc.subjectChangeen
dc.subjectHigher educationen
dc.subjectBologna Processen
dc.titleCompetences, learning outcomes and convergence: a case study – University College Cork Irelanden
dc.typeConference itemen
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