Presentation of Learning Outcomes as Profile of Competences = Qualification

1. Presentation of Learning Outcomes as Profile of Competences = Qualification • Qualification is the formal standard, which is defined as being the „end“ of a learning path. • It depicts those Learning Outcomes which have been achieved on this pathway (formal learning)

2. The Promise What? • A learner can achieve the learning outcomes (LO)designed for a learning activity… LO= „Statements of what a learner is expected to know, understand, and / or be able to do at the end of a period of learning“ How? • by investing time and effort – his workload WL)WL=„A quantitative measure of all learning activities that may be feasibly required for the achievement of the learning outcomes“

3. The Promise • The workload is expressed as a quantitative figure = credit • The achievement is expressed as a qualitative result = learning outcomes • This is documented = Learning Agreement

4. Guidelines • The guiding principles for ECTS are the Key Features • The guiding principles for learning outcomes are the Qualifications Frameworks, specified within a changing environment (PESTEL), the capabilities of the learner and the expectations of the society (stakeholders).

5. ECTS - Key Features • Student-centred system • Based on workload required to achieve learning outcomes • “Convention” that 60 credits represents an annual workload of a full-time student • Allocated to all aspects of study programme • Based on completion + assessment • Respects the Learning Agreement between student and institutions (transfer + accumulation)

6. How to write Learning Outcomes From the definition of LO it becomes obvious, the focus is • on the learner • His/her ability to do something While aims and objectives of teaching are e.g. to know, understand, be familiar with Learning focuses on the ability of the learner to define, list, recall, analyse…

7. Challenge In outcome-based education the educational outcomes are clearly and unambiguously specified. These determine the curriculum content and its organisation, the teaching methods and strategies, the courses offered, the assessment process, the educational environment and the curriculum timetable. They also provide a framework for curriculum evaluation. (Harden et al., 1999a)

8. Bloom´s Taxonomy No categorisation Presents processes of thinking hierarchically. Each level of the hierarchy is determined by the ability of the learner to operate on this level or the ones below. Cognitive Domaine

9. Examples of verbs to assess knowledge Arrange, collect, define, describe, duplicate, enumerate, examine, find, identify, label, list, memorise, name, order, outline, present, quote, recall, recognise, recollect, record, recount, relate, repeat

10. Some examples of learning outcomes that demonstrate evidence of knowledge are: • Recall genetics terminology: homozygous, heterozygous, phenotype, genotype, homologous chromosome pair, etc. • Identifyand consider ethical implications of scientific investigations. • Describe how and why laws change and the consequences of such changes on society. • Listthe criteria to be taken into account when caring for a patient with tuberculosis. • Definewhat behaviours constitute unprofessional practice in the solicitor -client relationship. • Describe the processes used in engineering when preparing a design brief for a client.

11. Affective Domaine

12. Psychomotor Domaine (Dave 1970)

13. Good Practice • The key word is DO and the key need in drafting learning outcomes is to use active verbs. (Jenkins and Unwin, 2001; Fry et al., 2000) • Try to avoid ambiguous verbs such as “understand”, “know”, “be aware” and “appreciate”.(Bingham J., 1999) • Concrete verbs such as “define”, “apply” or “analyse” are more helpful for assessment than verbs such as “be exposed to”, “understand”, “know” “be familiar with”.(Osters and Tiu, 2003) • Vague verbs such as “know” or “understand” are not easily measurable. Substitute, “identify”, “define”, “describe” or “demonstrate”.(British Columbia Institute of Technology, 1996) • Vague verbs such as “know” or “understand” are not easily measurable. Substitute, “identify”, “define”, “describe” or “demonstrate”. • (British Columbia Institute of Technology, 1996)

14. Bloom „compared“ o

16. Profile

17. Profile:Levels of Description • University - Philosophy, Mission Statement • Faculty - Bundle of Qualifications • Study- Programme. - Profile of Qualification (Bundle of Learning Outcomes) • Module - Learning Outcomes

18. Module • Definition • A module is a self-contained, formally structured learning experience with a coherent and explicit set of learning outcomes and assessment criteria. • Require • Define learning outcomes • Allocate credits • Facilitate • Design of individual study-programmes (profiles) • modularisation • Different routes to identifiable degrees, certificates, profiles etc.

19. General / vocational Schools Vocational Training Learning Chain -Labour Market -Qualificationsframework -HE-strategy Paradigm Shife Profile of Learners Profile of study programme Learning Outcomes Learning Space Definition of Module Structure of Module Learning Outcomes Examinations Teaching and Learning Materials Total Quality Management Communikation

20. Qualitatively Related Learning Outcomes EQF National Level Quality assured Sectoral Level Organisational Level Learning Programme Quantitatively Related Credits Learning Unit / Module Quality assured

21. Criteria: „Dublin Descriptors“ Knowledge and understanding • 1 (Bachelor) [is] supported by advanced text books [with] some aspects informed by knowledge at the forefront of their field of study ... • 2 (Master) provides a basis or opportunity for originality in developing or applying ideas often in a research context ... • 3 (Doctorate) [includes] a systematic understanding of their field of study and mastery of the methods of research associated with that field

22. National Qualifications Frameworks Examples

23. Scottish Credit and Qualifications Framework Practice: Applied knowledge and understanding Generic and cognitive skills Knowledge and understanding Level Communication, ICT and numeracy skills Autonomy, Accountability And working with others

24. The National Framework of Qualifications – levels, major award-types and awarding bodies

25. The German Qualifications Framework

26. Sectoral Qualifications Framework Bachelor level – Betriebswirtschaftslehre = Business Studies

27. Knowledge broadening The student is able to …. Wissen und Verstehen von Absolventen bauen auf der Ebene der Hochschulzugangsberechtigung auf und gehen über diese wesentlich hinaus. Absolventen haben ein breites und integriertes Wissen und Verstehen der wissenschaftlichen Grundlagen ihres Lerngebietes nachgewiesen: Define and differentiate organisations and their elements and unterstand their relationship. This may embrace: Purposes, objectives, structures, functions and processes respecting the particular organisational culture, both the individual and institutional Behaviour and the internal and external effects. Economy, environment, values and norms, law, politics, society, technology, including their respective effects on Management at local, national and International level. Processes and methods of effective and and efficient leadership of organisations. This includes knowledge about theories, models and and decision making Within a strategic and operative context. Level 6 Recognise and differentiate the environment of organisations and their elements, and understand their relationship. Explain and assess concepts and tools of management

28. Institutional Qualifications Framework Design of a learning matrix for the university / faculty

29. The ability to / is able to work with …. Knowledge and Understanding Knowledge Widening Level 1 A broad basis of the subject area / of the disciplines in general Accounting: -describe and explain the role of accounting as part of the information management system in an organisation … Knowledge which is embedded in the essential theories, concepts and principles An awareness about The developing and Dynamic type of knowledge and understanding

30. Business and Management From the identification of social and employability needs to - profile definitions and - the design of an academic programme

31. Expectations and Purposes Stakeholders: Action Lines Do it right first time The Environment Bologna Declaration EU + 46 Countries Resources and competences European diversity of Structures, processes, Outcomes EU-Programmes… The Strategic Position Europeanisation (Internationalisation) of curriculum Implementation Strategic Choices

32. Learning Chain THE PROMISE Labour Market Change of paradigm New Governance in many MS LO Subject related -Broad knowledge Generic -communicate, solve problems, learn, adapt, analyse, (manage) Learners Necessitates Advice/ Selection; accumulates credits, may make use of transfer Learning space Teaching and learning, materials, methods, forms of assessment, suitable to demonstrate in the time specified, workload and level indicated,credits and grades allocated = LO achieved Total Quality Management Accreditation, Evaluation Standards and Guidelines Labour Market

33. Learning Chain Design Profile: Regional-National-International / General-Special / Research-Applied Study-Programme Learning Outcomes First Cycle Subject-related Generic 180 credits Bachelor IQF-SQF DQR BA-level 6 BA-level 6-2 Knowledge -Widening -Deepening Capability Accessing/ Opening / Developing BA-level 6-1 Knowledge -Widening -Deepening Capability Accessing/ Opening / Developing Knowledge -Widening -Deepening Capability Accessing/ Opening / Developing Internal Quality Assurance+Enhancement Quality (LO)/Quantity (Credits)/Assessment External Quality A+E

34. Knowledge widening -present tools to design a strategy and to develop business organisations strategically -interpret alternative tools to make a choice -outline consequences of strategic decisions Knowledge deepening -apply tools to implement a strategic development successfully -identify and interpret strategic issues in different contexts -realise how strategy development can be seen, how processes can be understood and what the implications are for strategy development -differentiate between strategic management in different contexts Capability – Knowledge accessing / opening / developing Instrumental (methodological) capability -apply techniques of strategic analysis -apply techniques to select adequate strategies -apply techniques to implement strategy Communicative / interpersonal capability -use different viewpoints on strategy to explain observable processes in organisations -explain implications of diffrent scenarios and different strategies Systemic capability -to demonstrate the impact of national and organisational culture on strategy formulation and implementation -to apply techniques in specific business positions LO in detail BA-level 6-1 Knowledge -Widening -Deepening Capability Accessing/ Opening / Developing

35. Forms of Assessment -Quizzes („best two“) -Oral Presentation (Case Study- Group) -Oral exam (20 min. Individual) -Case Study („Open Book Exam“-Notes) Knowledge widening -present tools to design a strategy and to develop business organisations strategically -interpret alternative tools to make a choice -outline consequences of strategic decisions Knowledge deepening -apply tools to implement a strategic development successfully -identify and interpret strategic issues in different contexts -realise how strategy development can be seen, how processes can be understood and what the implications are for strategy development -differentiate between strategic management in different contexts Capability – Knowledge accessing / opening / developing Instrumental (methodological) capability -apply techniques of strategic analysis -apply techniques to select adequate strategies -apply techniques to implement strategy Communicative / interpersonal capability -use different viewpoints on strategy to explain observable processes in organisations -explain implications of diffrent scenarios and different strategies Systemic capability -to demonstrate the impact of national and organisational culture on strategy formulation and implementation -to apply techniques in specific business positions