Step 1 – Define Competences [insert your institution’s logo] Step 1 – Define Competences Training the IQM Team

IQM-HE Consortium Erasmus+ Project: Internal Quality Management in Higher Education

Step 1: Define Competences Aims of the workshop The IQM Team will: reflect on the current state of competence models if the chosen study program takes this approach. develop a competence model for the chosen study program as a basis for implementing the rest of the IQM Procedure. develop a plan for how to inform stakeholders about the competence model and present it to them. continue to develop a peer network for discussing ideas, questions, and problems. Erasmus+ Project: Internal Quality Management in Higher Education

STEP 1 DEFINE COMPETENCES Erasmus+ Project: Internal Quality Management in Higher Education

IQM Procedure and a model of competence-based higher education

Develop a competence model What are we doing and how will we do it? Our IQM Team Workshops Working groups between workshops to involve more stakeholders (if needed) Erasmus+ Project: Internal Quality Management in Higher Education

Questions for group work presentations (assigment between the preparation phase workshop and the workshop for Step 1) Develop a competence model What is the starting point for your competence model? How many competences? Are the competences grouped into different areas? Who needs to participate in working groups? Shall the internal quality manager already provide a first draft of the competence model which could be discussed? …. Erasmus+ Project: Internal Quality Management in Higher Education

Step 1: Define Competences Aims of the workshop The IQM Team will: reflect on the current state of competence models if the chosen study program takes this approach. develop a competence model for the chosen study program as a basis for implementing the rest of the IQM Procedure. develop a plan for how to inform stakeholders about the competence model and present it to them. continued to develop a peer network for discussing ideas, questions, and problems. Erasmus+ Project: Internal Quality Management in Higher Education

Definition of competence Step 1: Define Competences Definition of competence Cognitive aspect e.g. knowing facts, combining facts, etc. Practical aspect e.g. performing actions, combining actions, adapting actions Domain-specific & medium degree of abstraction e.g. communicating diagnoses and treatments to patients (not: communication competence; not: writing a psychological assessment report)

Competence models Structure Level Development Step 1: Define Competences Competence models Structure Level Development Professional Competences Competence a b … Scientific Competences Personal Competences …. According to Hartig Klieme & Leutner, 2008

Step 1: Define Competences Competence models Structure Level Development Source of picture: http://www.johnbiggs.com.au/academic/solo-taxonomy/

Step 1: Define Competences Competence models Structure Level Development Continuous progression Non-continuous process with qualitative leaps

Definition of competence Step 1: Define Competences Definition of competence Cognitive aspect e.g. knowing facts, combining facts, etc. Practical aspect e.g. performing actions, combining actions, adapting actions Domain-specific & medium degree of abstraction e.g. communicating diagnoses and treatments to patients (not: communication competence; not: writing a psychological assessment report) Quality Criterion 1 Quality Criterion 2

Step 1: Define Competences Competence models Quality Criterion 3 Structure (Area) Level Development Quality Criterion 4 Quality Criterion 5

Formulating Comptences - Examples Example of a competence that meets all five quality criteria: Literature Research in Psychology-Related Databases Erasmus+ Project: Internal Quality Management in Higher Education

Formulating Comptences - Examples Examples of competences that do not meet all quality criteria (the reason is added in brackets): Literature research (too high level of abstraction) Literature Research in the database ‘PsycInfo’ (too low level of abstraction) Knowledge about psychology-related databases (addresses only the cognitive aspect, but not the practical aspect) Advanced literature research skills (includes level by using the word ‘advanced’) Basic knowledge in literature research (includes level by using the word ‘basic’ and addresses only the cognitive aspect, but not the practical aspect) Literature Research and Scientific Writing in Psychology (multidimensional) Erasmus+ Project: Internal Quality Management in Higher Education

Competence Model Step 1: Define Competences Erasmus+ Project: Internal Quality Management in Higher Education

Group work: Start developing a competence model Based on the information in the handbook, p. 58-59 Use competence areas and competences for your study programme Imagine that you will present your draft to colleagues from your institution Erasmus+ project: Internal Quality Management in Higher Education

Step 1: Define Competences

Step 1: Define Competences

Step 1: Define Competences

Step 1: Define Competences

Step 1: Define Competences

Step 1: Define Competences

Step 1: Define Competences Intended Step 1: Define Competences

Step 1: Define Competences Intended Step 1: Define Competences

Develop your competence model Step 1: Define Competences Develop your competence model Competence levels General formulation Specific formulation Erasmus+ Project: Internal Quality Management in Higher Education

Develop a competence model Step 1: Define Competences Develop a competence model General formulation Erasmus+ Project: Internal Quality Management in Higher Education

Develop a competence model Step 1: Define Competences Develop a competence model General formulation Erasmus+ Project: Internal Quality Management in Higher Education

Develop your competence model Step 1: Define Competences Develop your competence model Specific formulation: Example rubric for an oral presentation Retrieved from: https://www.cbd.int/ibd/2008/Resources/teachers/appendix3.shtml Erasmus+ Project: Internal Quality Management in Higher Education

Step 1: Define Competences

Develop your competence model Step 1: Define Competences Develop your competence model Core components Select the most relevant competence areas Define the most relevant competences within these areas Consider both the cognitive and the practical aspect Define competence levels for the end of the programme Gradually add to the competence model in subsequent years Erasmus+ Project: Internal Quality Management in Higher Education

Erasmus+ Project: Internal Quality Management in Higher Education Exercise Develop a competence model Erasmus+ Project: Internal Quality Management in Higher Education

Step 1: Define Competences Exercise Define competences for a selected study program & discuss the formulation of competence levels (general vs. specific) Peer review Discussion Erasmus+ project: Internal Quality Management in Higher Education

Exercise Tips and tricks for formulating competences The competence is formulated at a medium level of abstraction The competence is formulated to address the specific domain The competence is formulated to address both the cognitive aspect and the practical aspect The competence is formulated in a way that excludes the competence level The formulation includes only one competence, hence is one- dimensional Erasmus+ Project: Internal Quality Management in Higher Education

Information Campaign Step 1: Define Competences Erasmus+ Project: Internal Quality Management in Higher Education

Step 1: Define Competences Aims of the workshop The IQM Team will: reflect on the current state of competence models if the chosen study program takes this approach. develop a competence model for the chosen study program as a basis for implementing the rest of the IQM Procedure. develop a plan for how to inform stakeholders about the competence model and present it to them. continued to develop a peer network for discussing ideas, questions, and problems. Erasmus+ Project: Internal Quality Management in Higher Education

Conduct an information campaign Step 1: Define Competences Conduct an information campaign Details: Inform all stakeholders about the competence model the participative approach to developing the competence model Method: Typical information channels for your institution Tools: Tool 8: Communication plan for Step 1 (template) Tool 9: Information material for different stakeholder groups for Step 1 (templates) Erasmus+ Project: Internal Quality Management in Higher Education

Start making a plan Inform stakeholders Who needs to be informed? What communication channels do you have at your institution? Which ones are appropriate for which stakeholder group? … Erasmus+ Project: Internal Quality Management in Higher Education

Background information This template was developed durng the course of the project ‘Internal Quality Management: Evaluating and Improving Competence-Based Higher Education.’ Erasmus+ Project: Internal Quality Management in Higher Education