Translating learning outcomes to the study programmer

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TRANSLATINGLEARNING OUTCOMES

TO THE STUDY PROGRAMME



Objectives and Learning

Outcomes for this Session

This session gives an introduction on how to develop astudy programme in line with the Bologna Process that(also) meets the requirements of the labour market.

Learning outcomes – by the end of this sessionparticipants are able to:

Conceptionalise curricula/syllabi that are compliant withBologna process

Identify the requirements of the labor market in theframe of curriculum development

Make use of the student centered approach

Review the relevance of modularisation



Session Outline

Curriculum Development

Introduction on how to develop labourmarket relevant study programmes

Modularisation of programmes

Student-centred teaching

Exercises



Course:A course is a unit that typically lasts one academic term andis lead by one or more instructors (teachers or professors). Itusually describes an individual subject taken. There aredifferent kind of courses: lectures, seminars, working groups,colloquium, tutorial, laboratory courses, etc.

Module: Is a unit consisting of a set of courses belonging to thesame discipline/thematic area within one study programm. Amodule last normally from one to three academic terms.Modularisation is one of the „tools“ that should supportmobility and LLL.

Syllabus vs. Curriculum: Whereas a syllabus is typically the description of a course ora module, which includes besides the in

formation on thesubject, the lecturer, etc. also the description of learningoutcomes, the curriculum is the description of a whole studyprogramm.

4

Terminology



Terminology

group of subjects

module

subject

course/lecture

subject

course/lecture

subject

course/lecture



Designing Curricula Based

on Learning Outcomes

…based on the example of curriculum development

at the University of Graz, Austria.



HIGHER EDUCATION IN

AUSTRIA

• 22 public Universities (292.000 students)• 13 private Universities (6.000 students)•

21 Universities of Applied Sciences (40.000 students)

The Austrian HE sector is currently being converted in accordancewith the objectives of the Bologna Declaration.

The 2002 University Studies Act (UG 2002) brought complete

autonomy for public universities as well as new steeringinstruments such performance agreements



External and internal QA in

Austria

External QA uses different periodic measures to

evaluate quality development in teaching,research and administration at HEIs:

– Institutional and program accreditations

– Audits of QA systems

Internal QA: from student surveys without follow-up (1993 – 2002) to the “learning organisation”



External QA in Austria

After 2013

Public Universities

Univ. of Appl.Sc.

Existing in 2012

New

Private Universities

Univ. of Appl.Sc.

University Colleges

For Teacher-Training

New programs at

Private Universities

Univ. of Appl.Sc.

AQ.Austria

or other QA agency AQ.Austria AQ.Austria

Ministry for

Schools

Audit

7 yr cycle or

2 yr + re-audit

Institutional

Accreditation

Program

Accreditation

-Ministerial Approval

For Institutions

-Ministry involvement

in curricula process



Areas covered by QA system

(1) Audit

• 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





Areas covered by QA system

(3) Program Accreditations

• Study program and program management

•Research, applied research, development and / ordevelopment of the arts

• Human resources

• Finance and infrastructure

• National and international cooperation

• QA



Enacting or changing of a

curriculum I• Certain criteria fulfilled: fundamental changes of a field of study

(content, amount of fields of studies, change in the compulsory subjects,finances, etc.)

• Process:

(1) Information to the Rectorate,

(2) Announcement towards the Senate,

(3) Develop the curriculum (handbook, template),

(4) Announcement of the draft curriculum and sending it to the

responsible bodies within the university (Senate, Rectorate, variouscommittees, student union, etc.) -> statement,

5) Application to the Senate,

(6) Curricula-Conference of the Senate -> decision by the senate:new/modified curriculum is approved (come into force next Oct. 1) or not



Enacting or changing of a

curriculum II

Additionally the Senate can order a peer-review. The peerreview happens before the official application to the Senate and

deals with following questions:

- educational goals and qualification profile fulfilled

- are the subjects related to the qualification profile or moreto the institutional structure and personnel

- interdisciplinary- innovative elements: internationalisation, distance learning,mentoring, etc.



Basic principles of a modular

curriculum I

• Structure:

Bachelor (180 ECTS, 240 ECTS) - >specific occupational field

Master (min. 120 ECTS) -> oriented towards occupation and research

Bachelor, Master, PhD should be clearly differentiated -> EUArecommends to use the Dublin Descriptors

• Change of paradigm: from teaching to learning

before: top-down on the basis of the research in the fieldnow: bottom-up model on the basis of the potential occupational fields -> Definition of a qualification profile (now first step in curriculumdevelopment)



Basic principles of a modular

curriculum II

• Learning outcomes: definition of learning outcomes on the basisof the qualification profile (for the whole study programme,phases and modules)

-> Basis for the definition of the type of courses, allocation of ECTS, examination, etc.

• Course level: intended learning outcomes and competences are

formulated under “objectives”



Qualification Profiles I

• Should be developed for each curriculum in Austria;

• Related to the occupational area;

• based on meetings/surveys with alumnis, with representativesfrom 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 thelearning outcomes of the study programme and its modules.



Qualification Profiles II

Frameworks for the development of QualificationProfiles:

• European Qualifications Framework

• National Qualifications Framework

• Dublin Descriptors

• Standards by Law: in Austria 2002 University Studies Act

(UG 2002)



Exercise

Curriculum of the program: “InternationalJoint Master´s Program in Sustainable

Development”

Groups:

Try to find connections between the “educational goals” and the Level 7 of theEuropean Qualification Framework.



... Links to the labour market

Competence Methodology IThe competence methodology is mainly based on the proven

methodology of the LLP project (Leonardo da Vinci) MISLEM fundedby the European Commission.

Implemented also in the following projects:"COMPETENCE - Matching competences in higher education and

economy: From competence catalogue to strategy and curriculumdevelopment" (2009-2011) funded by the European Commission(Tempus program)

"CUP - Competence @ University of Prishtina" (2010-2013) fundedby the European Commission (Tempus program)



Competence Methodology II

The competence methodology comprises eight steps:

1. Preparing and conduction of focus group interviews

2. Analysis of the focus groups

3. Compiling of a questionnaire

4. Execution and analysis of a quantitative survey

-> Assessment of competence gaps between what is taught at the universities and therequirements of the labor market (e.g. focus group interviews, survey, and analysis)

5. Development of a competence matrix (matching of subjects taught andcompetences 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



Competence Methodology III

1. Preparing and conduction of focus group interviews:- are held in order to detect specific and generic competences (a graduate should have);

- interactive group setting, e.g. round table, with a moderator;

- along an interview guide with open-ended, qualitative research questions;

- 5-6 focus group members: e.g. 2 professors, 2 employers, 1 graduate, 1 student

(with specific experience with the topic!)

2. Analysis of the focus group

- distinguish between generic and specific competences

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 andalumni and analysis)

- the analysis focuses on the observation of the relevance and the quality of the studyprogramme and the specific and generic competences graduates acquired (with regard tothe usability for employment)

5. Development of a competence matrix

- matching of subjects taught and competences graduates should have

6. Competence matrix (software)

- with the help of the matrix assigning of competences to the subjects of a programme

- definition of competences per subject (e.g. by the head of department)

Study

programm

Competence 1 Competence 2 Competence 3 …..

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.




Other means of cooperation with the labour market:

•Case study competitions

• Joint research

• LLL

• Business Start-Up Centers

• Joint lectures

• Thesis on a topic provided by a company

• Internships, career fairs etc.




Discussion

Share your good-practice examples withyour colleagues



Modularisation

The Modularisation of degree programmes has threebasic objectives:

1. Higher transparency and efficiency of the

organisation of studies2. More open and flexible education paths

3. Shorter duration of studies

Modularised curricula realise a change of perspectivefrom teaching to learning, from traditional input- tooutput-orientation: which qualifications shouldstudents acquire through this module?



Characteristics of Modules

compile courses in teaching/ learning units by time andcontent;

convey a defined qualification or part of a qualification inview 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-beacquired credits;

are either to be completed with an exam (module exam)

or with the aggregation of different items of work within themodule.



Module Development Model



Identify aims and objectives of module

Write learning outcomes using

standard guidelines

Develop a teaching and learning strategy to

enable students to achieve learning outcomes

Design assessment to check if learning

outcomes have been achieved

If necessary modify module content and

assessment in light of feedback



Aims and Objectives

The aim of a module or programme is abroad general statement of teachingintention, i.e. it indicates what the

teacher intends to cover.Example of aim: To give students anintroduction to organic chemistry

The objective of a module orprogramme is a specific statement of teaching intention.



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.



The learning activity could be, for example, alecture, a module or an entire programme.

Learning outcomes must not simply be a “wishlist” of what a student is capable of doing oncompletion of the learning activity.

Learning outcomes must be simply and clearly

described. Learning outcomes must be capable of being

validly assessed.

Learning Outcomes -Definition



Checklist for writing learning

outcomes

Have I begun each outcome with an active verb?

Have I avoided terms like know, understand,learn, be familiar with, be exposed to, beacquainted with, be aware of and appreciate?

Are my outcomes observable and measurable?

Do all the outcomes fit within the aims andcontent of the course/module/curriculum?



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: student´s 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



Module – What is an Effective Syllabus?

Helps students to have the right expectations of

the module

Increases the likelihood of student success

Decreases the number of problems in the module

Records and transmits your teaching philosophy

Assists in your professional development

Provides information about your module tocolleagues and department



Exercise

Let‘s try and see for ourselves!



Links

University of Graz, Department for Educationaland Student Services (only in German):http://www.uni-graz.at/lss/

About the project "COMPETENCE - Matchingcompetences in higher education andeconomy“ (comprehensive download

section; methodology, surveys, etc.)http://www.link-competences.org/

http://www.uni-graz.at/lss/

http://www.link-competences.org/







Documents

Translating learning outcomes to the study programmer