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(Waaldijk 2008, 127) As such one may say that Gender Studies’ scholars have already been involved in a Tuning exercise for a relatively long period. Reports and Projects such as GRACE (1988), SIGMA (Evaluation Study on European Women’s Studies for the European Commission, DG XXII, SIGMA commission, 1995), EWSI (Research of the European Union on Employment and Women’s Studies: The Impact of Women’s Studies Training on Women’s Employment in Europe, DG, 2001-2003) together with Athena Network publications (1998-2009) and numerous other publications within the field of Women’s Studies reflect the position, situation and achievements of this field. They also aim at the further improvement, excellence and ability of the field to meet the standards set by the EU-ministers. In Budapest in 2007 during the second plenary meeting of Athena 3 Berteke Waaldijk, Athena coordinator, and Clare Hemmings, Athena member, co-organised a Tuning workshop. “The workshop was (…) structured around two concerns, the first being a clarification of what ‘Tuning’ might entail, and why it might matter; the second being a broader discussion of the pitfalls and opportunities for feminist academics and practitioners in relationship to Tuning. (…) the organisers hoped to situate the discussion within debates about institutionalization of the field, and strategies for thinking creatively about the present and future of Women’s and Gender Studies.” (Waaldijk, Hemmings 2008, 122) After the meeting in Budapest, the Athena central coordination office at Utrecht University (NL) started to prepare the Tuning Template in Gender Studies. The special questionnaire on skills and competences central to the education within Gender/Women’s/Feminist Studies in Europe in the first, second and third cycle was developed with an input from the experts in Athena Network and made available on line to academics; the experts that are responsible for designing and delivering Gender Studies programmes; women active (sometimes referred to as activists) in women’s organizations and institutions devoted to gender equality; graduates who have finished programmes in Gender Studies; and students taking courses in Gender Studies. The first part of the questionnaire was a list of thirty-one Generic Competences defined by the EU-Tuning Project. The list included the competence number 31: Ability to show awareness of equal opportunities and gender issues, for inclusion of which Athena 3 had argued. The second part of the questionnaire listed sixteen Subject Specific Competences 44

Gender Studies Tuning Brochure  

Tuning Educational Structures in Europe The name Tuning was chosen for the project to refl ect the idea that universities do not look for u...

Gender Studies Tuning Brochure  

Tuning Educational Structures in Europe The name Tuning was chosen for the project to refl ect the idea that universities do not look for u...

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