Developing reflection on competence-based learning: the Russian experience with the Tuning approach

  • Anna Serbati University of Padova, Italy
  • Alessio Surian University of Padova, Italy
Keywords: competence-based learning, student-centred approach, reflection, learning and teaching, community of practice, feedback


The paper focuses on the Tuning Russia project. It aims at providing an overview of the impact of the Tuning methodology and outcomes concerning University teaching, learning, and assessment activities. It identifies: the most relevant results and “lesson learnt” during the project; tools/concepts/experiences that involved teachers found most interesting; strengths and weaknesses; the usefulness of working with colleagues from different Russian universities; and the level of sharing of the Tuning methodology with other colleagues within participating Universities. The empirical data for the study were drawn from a qualitative questionnaire with open questions filled-in by the members of the subject area group “Social Work” involved in the Tuning Russia project. The respondents were six academic teachers from different Russian universities and two European Tuning experts. This reflection by academic teachers upon the initial implementation of the Tuning approach in Russia highlights the opportunities to explore methods of establishing and improving communities of practice in the field of competence-based higher education curriculum development. Results highlight the need to develop further work concerning both summative and formative evaluation in relation to competence-based curricula review in higher education

Published online: 4 July 2014


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Author Biographies

Anna Serbati, University of Padova, Italy

Anna Serbati earned a PhD in Educational Sciences at the University of Padua (Italy) where she is a post-doctoral research fellow at the Department of Philosophy, Sociology, Education and Applied Psychology, conducting research on teacher professional development and academic educational innovation. She has coordinated research projects concerning design and delivery of academic curricula and methods and tools for identification and certification of competences. Dr. Serbati has been a European consultant within the Tuning Russia project and she is collaborating in the Tuning EU-US Study. She is assistant Editor of the Italian Journal of Educational Research and a Junior Member of EARLI, the European Association for Research on Learning and Instruction. Her principal fields of research are higher education, educational innovation, lifelong learning, competence assessment and evaluation.

Alessio Surian, University of Padova, Italy

Alessio Surian, Ph.D. in Educational Sciences, is a Senior Lecturer and Researcher at the Department of Philosophy, Sociology, Education and Applied Psychology (FISPPA) of the University of Padova (Italy). He conducts research in the field of Social Interaction, especially concerning on-line and face-to-face collaboration, intercultural competences, and transformative learning. He has collaborated with the Tuning Russia project as an Expert, supporting the Social Work subject area working group. He is co-coordinator of the EARLI Special Interest Group 21 on Teaching and Learning in Culturally Diverse Settings.


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How to Cite
Serbati, Anna, and Alessio Surian. 2014. “Developing Reflection on Competence-Based Learning: The Russian Experience With the Tuning Approach”. Tuning Journal for Higher Education 1 (2), 463-81.

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