Professional Documents
Culture Documents
Learning outcomes by the end of this session participants are able to: Conceptionalise curricula/syllabi that are compliant with Bologna process Identify the requirements of the labor market in the frame of curriculum development Make use of the student centered approach Review the relevance of modularisation
Session Outline
Curriculum Development Introduction on how to develop labour market relevant study programmes
Terminology
Course: A course is a unit that typically lasts one academic term and is lead by one or more instructors (teachers or professors). It usually describes an individual subject taken. There are different kind of courses: lectures, seminars, working groups, colloquium, tutorial, laboratory courses, etc.
Module: Is a unit consisting of a set of courses belonging to the same discipline/thematic area within one study programm. A module last normally from one to three academic terms. Modularisation is one of the tools that should support mobility and LLL.
Syllabus vs. Curriculum: Whereas a syllabus is typically the description of a course or a module, which includes besides the information on the subject, the lecturer, etc. also the description of learning outcomes, the curriculum is the description of a whole study programm.
4
Terminology
group of subjects
module
subject course/lecture
subject
course/lecture
subject
course/lecture
The Austrian HE sector is currently being converted in accordance with the objectives of the Bologna Declaration. The 2002 University Studies Act (UG 2002) brought complete autonomy for public universities as well as new steering instruments such performance agreements
External QA in Austria
After 2013
AQ.Austria
AQ.Austria
Institutional Accreditation
Program Accreditation
Quality strategy and its integration in governance Organization of QA in teaching / learning including LLL, research / development / arts, organization, administration, human resources Integration of internationalization and social responsibility in QA systems QA information systems and stakeholder participation
Strategic goals and institutional profile Development planning Teaching and learning Research, applied research, development and / or development of the arts Organization of the HEI and its services Finance and resources National and international cooperation Quality management system
Study program and program management Research, applied research, development and / or development of the arts Human resources Finance and infrastructure National and international cooperation QA
Change of paradigm: from teaching to learning before: top-down on the basis of the research in the field now: bottom-up model on the basis of the potential occupational fields -> Definition of a qualification profile (now first step in curriculum development)
Qualification Profiles I
Should be developed for each curriculum in Austria; Related to the occupational area; based on meetings/surveys with alumnis, with representatives from the labour market, et al. (bottom-up approach); Defines the qualifications a graduate should have at the end of his studies (professional and social/generic competences); This qualification profil is the basis for the definition of the learning outcomes of the study programme and its modules.
Qualification Profiles II
Frameworks for the development of Qualification Profiles: European Qualifications Framework National Qualifications Framework Dublin Descriptors Standards by Law: in Austria 2002 University Studies Act (UG 2002)
Exercise
Curriculum of the program: International Joint Masters Program in Sustainable Development
Groups:
Try to find connections between the educational goals and the Level 7 of the European Qualification Framework.
Competence Methodology II
The competence methodology comprises eight steps:
1. 2. 3. 4. Preparing and conduction of focus group interviews Analysis of the focus groups Compiling of a questionnaire Execution and analysis of a quantitative survey
-> Assessment of competence gaps between what is taught at the universities and the requirements of the labor market (e.g. focus group interviews, survey, and analysis)
5. Development of a competence matrix (matching of subjects taught and competences graduates should have) 6. Competence matrix (software) 7. Planning of activities and methods for assessment -> Translation of competences (specific and generic) into learning outcomes and activities 8. Evaluation
3. Compiling of questionnaires
- compilation of two questionnaires for the quantitative survey: employers, alumni - questionnaire includes items for evaluating competences relevant for the employability of a graduate
Main objectives of these questionnaires: Explore graduate perceptions of the quality of their education (with regard to application of acquired specific and generic competences in their employment) Explore employers satisfaction with the graduates
Competence Methodology IV
4. Execution and analysis of a quantitative survey:
- quantitative survey (collection of a reliable amount of questionnaires from employers and alumni and analysis) - the analysis focuses on the observation of the relevance and the quality of the study programme and the specific and generic competences graduates acquired (with regard to the usability for employment)
Subject 1
Subject 2 Subject 3
Competence Methodology V
7. Planning of activities and methods for assessment: In this step the matrix is filled by translating (specific and generic) competences into learning outcomes, activities and assessment. 8. Evaluation: Evaluation of the impacts of the new developed learning outcomes and activities. Within this step again students and teaching staff is involved, as they are directly confronted with the results of the previous steps.
Modularisation
The Modularisation of degree programmes has three basic objectives:
1. Higher transparency and efficiency of the organisation of studies 2. More open and flexible education paths 3. Shorter duration of studies
Modularised curricula realise a change of perspective from teaching to learning, from traditional input- to output-orientation: which qualifications should students acquire through this module?
Characteristics of Modules
compile courses in teaching/ learning units by time and content; convey a defined qualification or part of a qualification in view of to-be-acquired competences; are compiled of different types of teaching and learning; encompass several course elements, which are connected in terms of content and methodology; should be accomplished within one, max. two semesters; have to be described in terms of workload and to-be acquired credits; are either to be completed with an exam (module exam) or with the aggregation of different items of work within the module.
standard guidelines
Develop a teaching and learning strategy to enable students to achieve learning outcomes
Learning outcomes
Definition: Learning outcomes are statements of what a student should know, understand and/or be able to do after completion of a process of learning.
Student-centred teaching
Focus of activity: learners Learning Process: oriented on the learners Focus: learning outcomes Methods: - active learning - cooperative learning - inductive teaching and learning
Research-based teaching
Focus: students learning Learning forms: - problem-/question oriented - cooperative Include students in the research work Teacher = learner Goals: - to get in touch with scientific work - critical thinking
Exercise
Links
University of Graz, Department for Educational and Student Services (only in German): http://www.uni-graz.at/lss/ About the project "COMPETENCE - Matching competences in higher education and economy (comprehensive download section; methodology, surveys, etc.) http://www.link-competences.org/