Deusto International Tuning Academy is undertaking a large-scale study to analyse the impact Tuning projects may have had in participating universities. More particularly, the study hopes to provide an unambiguous answer regarding the presence or absence of the implementation of a competence-based student-centred approach in the different world regions where Tuning projects have taken place. The present article focuses only on Latin America where two Tuning projects have been developed. It describes the findings of the first two stages of the study. After reporting the data, the authors argue that there is evidence of a Tuning impact in each of three intended impact domains: (1) understanding of the importance of a shift from content- to competence-based education; (2) provision of institutional support necessary to facilitate this change; and (3) appropriate teaching, learning and assessment within the general framework of the study plans and degree profiles.

The paper reports on the study focused on the identification of intercultural competence (IC) related learning needs of students enrolled in Erasmus Mundus Joint Master Degrees. International joint master programmes pose multiple intercultural challenges for students (and those working with them). Such programmes, therefore, present a unique opportunity for IC development, given appropriate pedagogical support. Limited research on the students' learning needs specifically related to intercultural competence in this context has been undertaken prior to the current study. 42 semi-structured interviews were conducted with students, graduates, academics and administrative staff from four Erasmus Mundus Joint Master Degrees. Data on the context and nature of intercultural challenges faced by students was analysed and synthesised using thematic analysis. The main finding reported are intercultural challenges faced (their nature and context) and the IC learning needs elements. IC elements identified were structured around the IC building blocks (knowledge, awareness, skills and attitudes-KASA elements), and emerging elements of supporting capacities (intercultural critical reflection and intercultural emotional intelligence) and meta-capacity (developing IC). The paper proposes an IC theoretical model for this particular target group. The study contributes to the theoretical understanding of IC through confirming the KASA perspective from previous research and further developing the understanding of the complex and multifaceted nature of IC by linking the supporting and meta-capacities as relevant considerations. The findings contribute to the practice of developing IC and related training and support for students, firstly in the joint degrees context but also for other educational programs involving international mobility. The study reported formed a part of the Erasmus Mundus Intercultural Competence (EMIC) project funded by the European Commission.

This chapter proposes possible answers to the questions of what translator intercultural competence is and how it can be developed. Namely, an eight-factor model of the competence is proposed, associated learning objectives and developmental level indicators are introduced, and a ten-session pedagogical sequence aimed at student translators' intercultural competence development is suggested. The solutions presented cannot be considered as definitive but are based on both theoretical and empirical data.

Abstract:The development of degree profiles is an important art which has become quite specialized in recent years. This article concentrates on the analysis of the importance of the role of degree profiles in the design of degrees and, as a consequence, in Higher Education in general. It analyses, particularly, the work of the Tuning Project and its main processes in relation to profile building. It also gathers together and systematizes the specific contribution of four main components which should be taken into consideration at the time of the creation of new qualifications: two of the components relate to the analysis of social and professional needs and the future trends in the area. Both of these elements provide the relevance which a degree profile should strive to attain. The third component, the reference to the meta-profile, provides a capacity for recognition throughout an entire region and also in relation to the global context. The last element in profile development takes into consideration the university where the programme is anchored, its mission and strengths.

This chapter proposes possible answers to the questions of what translator intercultural competence is and how it can be developed. Namely, an eight-factor model of the competence is proposed, associated learning objectives and developmental level indicators are introduced, and a ten-session pedagogical sequence aimed at student translators' intercultural competence development is suggested. The solutions presented cannot be considered as definitive but are based on both theoretical and empirical data.