Tuning Journal for Higher Education (TJHE) is a biannual peer-reviewed journal that publishes in English original research studies and reviews of student-centred learning and outcome-oriented education reforms at university level.
Its objectives are:
- To promote research into the Tuning Methodology and to subject the tools developed during Tuning projects and other projects to full academic scrutiny and debate.
- To support the careers of university academics by providing a platform whereby excellence in teaching, learning and assessment produces research publications.
- To serve as a platform for students, teachers, policy makers, administrators, and academics across societies, cultures, professions, and academic disciplines to share experiences and engage in constructive debate on competence-based learning in higher education
• Manuscripts must not have been copyrighted or published in any form, or be under consideration for publication elsewhere.
• Manuscripts must be between 5,000 and 12,000 words including notes, biography, references, captions and diagrams.
• The Notes and Bibliographies system of the Chicago Manual of Style shall be used for manuscript preparation.
In print and electronically.
First Issue: New Profiles for new societies
• It was published on November 2013.
• It highlights the imperative to design higher education programme profiles that adequately address the needs of modern societies and related political, institutional, cultural, and practical challenges.
• It contains contributions from recognised experts, some of whom have been steadily working on the subject for a long time particularly within Tuning Projects.
• PDF versions of these contributions are available for free downloading here.
Second Issue: Competence-based learning: a global perspective
This issue focusses on the benefit, challenges, and opportunities for designing, implementing, and assessing competence-based learning programmes at university education level across the globe. It includes contributions on the origin, development, and internationalisation of the concepts of ‘competence’ and ‘learning outcomes’, and the central role played by the Tuning project in this regard. It offers insightful accounts of some of the initiatives aimed at harmonising higher education across disciplines, subject areas, cultures, and societies. The entire issue as well as individual articles are downloadable from here.
Third Issue: Policy & implementation: actions for curriculum reform
In this third issue of Tuning Journal for Higher Education, various experts and professionals from Africa, Europe, Latina America, and North America highlight and analyse some of the challenges and prospects for policy design and implementation initiatives aimed at modernising higher education in an increasingly interdependent world. You can access a copy here.
Fourth Issue: Research in Curriculum Development
Contributors to this Issue critically explore the difficulties for developing competence-based curricula that are sufficiently sensitive to both local realities and global demands. The Editorial Board has decided to dedicate this Issue to unsolicited research contributions. It is the policy of the International Tuning Academy to promote research into all aspects of competence-based higher education. Tuning has always been the universities’ response to higher education reform. We, therefore, see ourselves as serving the needs of all stakeholders and wish to provide a platform for those who have research to share with colleagues in our global community. Another innovation in this Issue is the inclusion of a ‘Forum’ section. The aim of this section is to promote discussion and debate in two ways. Firstly, we invite comments on articles previously published within the Journal. Secondly, we wish to widen the scope of the Journal by publishing opinion pieces from time to time. Our first article in the new Forum section is by Mitchell who gives a ‘personal reflection’ on the role of curricula development in the context of the Bologna reforms. He argues that curricula need to be designed carefully in such a way as to promote mobility, not hinder it. For more information on this Issue, click here
For more information you can visit the Tuning Journal for Higher Education web page here.