• Mary Gobbi University of Southampton, UK
Keywords: generic competences, specific competences, global competences, generic skills, chilean universities, COVID 19, education systems, social skills, curriculum development, industry 4.0, work-based learning, curriculum design, science education, interdisciplinary integration, didactic model, work placement


When analysing the four papers that comprise this edition of the Journal, there were some quite similar themes, albeit with different perspectives. Essentially, the papers are considering different types of competences, their evolution over time, and the future needs of the work force in specific disciplines. What is fascinating is the emergence of a discourse of competences that is paradoxically extending and becoming more sophisticated on the one hand, yet on the other is confused, locally situated and difficult to define. We find competences being described as global, generic, scientific, technical, and associated with workplace learning. The geography of the papers provides a hierarchy of analysis from an international and global perspective to a sub-regional analysis of five countries (Europe), country based (Chile) and programme specific (The Netherlands).


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Author Biography

Mary Gobbi, University of Southampton, UK

Emeritus Professor (University of Southampton, UK) and Editor of Tuning Journal for Higher Education since 2019.
Professor Gobbi (PhD, MA Ed, Dip N ,Dip Ned, RN) has been Tuning Nursing co-ordinator since 2003 and is an expert educational developer and evaluator, with extensive national and international experience. These include projects within the European Union (e.g. technologies in healthcare training, on Sectoral Skills Councils for Nursing’; role and training of health care assistants; developing a European MSc in Advanced Rehabilitation Technologies,); South Sudan (developing standardized in service midwifery training)’; Germany and US (Leadership Competences for executive nurse leaders); Republic of Georgia (developing bachelors nurse education); and Canada (comparing EU and Canadian nurse education and advising on masters level standards). Mary has experience with different levels of education for nurses and other health care professionals (from care assistant to post doctoral level); and with different educational strategies and technologies (from the use of grading in practice, simulation and use of mobile technologies to improve critical care education and resuscitation performance using ‘smart technologies’). She has supervised 10 doctoral students to successful completion.

How to Cite
Gobbi, Mary. 2021. “Introduction”. Tuning Journal for Higher Education 8 (2), 17-21.

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