1. Degree programme development
DRAFT – NOT FOR USE
Degree programme development
General description and sub-processes
Process name
Description created
Degree programme development ks
Person/s responsible
Last updated
Paula Kinnunen, Helena Mansio, Marja-Riitta Luotonen
pk, jpl
Process approved by
Approved
Vice President -
HAAGA-HELIA process descriptions and process quality criteria

2. 1. Charting working life needs (anticipating)
HH degree programme development cycle (based on general principles governing HH curricula)
2. Definition of core competencies developed by the degree programme (selection) and link to general competencies (HH pedagogical strategy)
1. Charting working life needs (anticipating)
3. Setting competence objectives in time (professional growth, study modules, courses)
6. Implementation (student counselling and assessment processes in practice, assessment of courses and study modules)
4. Description of student’s study path and counselling / assessment processes
5. PSP. Identification and recognition of competencies (level of individual student)
HAAGA-HELIA process descriptions and process quality criteria

3. What is done? Who does? How it is done?
1. Anticipating working life needs in the degree programmes
Level
What is done? Who does? How it is done?
Curriculum renewal / fine-tuning
Development of teacher competencies on the level of the degree programme and field of specialisation
Initiation of curriculum development cycle
Assessment of process and results
Anticipation methods:
HAAGA-HELIA’s
forecasting handbook
Curriculum
Unit directors, degree programme directors, teachers, students, working life negotiation councils
Establishment of modules
Development of teacher competencies
Assessment of module relevance, i.e. competencies from the point of view of processes and results
Ongoing module development based on assessment materials
Anticipation methods, learning assignments building competencies needed in working life
Making use of the degree programme’s anticipatory materials
Teacher employment in businesses and other organisations
Degree programme directors, teacher teams, students, businesses and other organisations
Study modules
Course planning.
Development of teacher
competencies
Assessment of student
competencies and the student
counselling processs
Courses are developed on the basis of continuous feedback, also during the process
Developments are recorded in course implementation plans
Teacher visits to workplaces
Courses
Teachers, students, businesses and other organisations

4. What is done? Who does? How it is done?
2. Definition / selection of competencies produced in the degree programmes, and application of overall HH competencies within the degree programme
Level
What is done? Who does? How it is done?
Core competencies are selected and described, the curriculum implementation process is executed, how other core competencies match working life needs is assessed. Development of teacher competencies.
K Group, programme groups, competence area groups, alumni, negotiation councils, unit directors, head teachers, designated project team, businesses, organisations and associations in the field, students, degree programme directors, legal function
Brainstorming, team meetings, questionnaires, joint planning, designated working groups
Joint forums (Curriculum days and pedagogical development)
Comprehensive review each 3-5 years
Curriculum
Selection and description of module core competencies, based on working life needs. Development of teacher competencies.
Deciding on the incorporation of working life needs in module
K Group, steering committees,
focus area groups, alumni,
negotiation councils, teacher teams,
representatives from the field
(working life), partners, head teacher,
School of Vocational Teacher Education
Team work, team meetings, ongoing
assessment on the basis of assessment
materials
Study modules
Selection and description of course core competencies based on real-life job requirements
Assessment of the competencies gained by students in relation to working life needs
Assessment of the counselling process
Degree programme directors,
students, course teachers,
partner companies and organisations
Developed yearly on basis of feedback, students study to achieve learning objectives, teachers provide counselling
Cooperation between teachers and cooperation outside the university
Feedback and resulting development actions recorded in the course implementation plan
Courses

5. What is done? Who does? How it is done?
3. Competence objectives: specification and scheduling
Level
What is done? Who does? How it is done?
The path to professional growth is described in the curriculum, and supporting pedagogical solutions are chosen (from HH’s pedagogical solutions basket)
Professional growth and success of pedagogical solutions are assessed.
Curricula are kept flexible, the path to professional growth is defined and also reviewed and developed at set intervals. Pedagogical solutions are developed, implementation in Winha.
Curriculum load on students is assessed.
K group, curriculum group, degree
programme group, student quality group
Curriculum
Planning and description of module objectives:
order of objectives
path to professional growth
pedagogical solutions
timing
load on students
Competence area groups,
integrated teacher groups, K group
Independently and together via discussions
Study modules
Planning and description of course objectives:
-order of objectives
-path to professional growth
-pedagogical solutions
-timing
-load on students
The teacher guides the student towards the learning objectives.
Assessment of how well competence objectives are met during the course, course development, placed in curriculum
Teachers, students
Courses

6. What is done? Who does? How it is done?
4. The student’s path, counselling and assessment
Level
What is done? Who does? How it is done?
Identification of critical points in the student’s progress
Description of student counselling and assessment processes on the curriculum level, choice of student counselling and assessment methods and tools for different stages of the learning process
The student’s path. Counselling and assessment processes are assessed as a whole. Counselling resources. Counselling standard on the HH level.
Management, degree programme
groups, teachers, student
counsellors, students
Naming of tutor teachers, planning of student orientation, establishment of bridges to working life
Collection of feedback in accordance with the quality system.
Curriculum
Description of student counselling and assessment processes on the study module level, choice of student counselling and assessment methods and tools for different stages of the learning process
Assessment of counselling and assessment processes on the study module level, and assessment of student learning and competencies.
Collection of feedback in accordance with the quality system. “Closing” thinking, summary of module with student participation.
Degree programme directors, teachers and students
Study modules
Description of student counselling and the assessment process for the course, choice of student counselling and assessment methods and tools for different stages of the learning process (course implementation plan)
Assessment of student learning and competencies and counselling and assessment practices.
Collection of feedback in accordance with the quality system. Review of course feedback with students.
Resulting changes recorded in the course plan.
Degree programme directors, teachers and students
Courses

7. What is done? Who does? How it is done?
5. PSP, identification and recognition of expertise
Level
What is done? Who does? How it is done?
Formulation of a personal study plan (PSP) template based on the curriculum, formulation and updating of PSPs.
Agreement on principles and practices concerning the identification and recognition of expertise.
Management, degree programme groups, teachers, student counsellors, students
A PSP is formulated together with the student, PSP progress is monitored (professional growth), PSP changes are made accordingly, with practical support provided for students.
Implementation plans are to include the identification and recognition of expertise point of view.
Curriculum
The study module is defined as a part of professional growth.
Competence indicators (display of competencies) are planned on the basis of competence objectives.
Degree programme groups, teachers, students
Progress (professional growth) and student support are evaluated.
Implementation plans are to include the identification and recognition of expertise point of view. Teachers monitor student progress..
Study modules
Courses are defined in relation to study modules.
Where necessary, competence indicators (display of competencies) are planned on the basis of competence objectives.
Teachers, students
Students study, progress is evaluated in relation to PSPs.
Teachers monitor student progress.
Courses

8. What is done? Who does? How it is done?
6. The implementation of teaching in practice, organisation
Level
What is done? Who does? How it is done?
Planning of course offering for different groups, order of course completion, teacher task planning…
Collection of course feedback and its utilisation in development work.
Educational area directors, degree programme directors, teachers, students, representatives of businesses and other organisations
Planning and task allocation in degree programme meetings and curriculum teams.
Curriculum
Planning of study modules and their development of their practical implementations.
Degree programme directors, teachers, students, representatives of businesses and other organisations
Planning and task allocation in degree programme meetings and study module teams.
Study modules
Course planning and development.
Teachers, students, representatives of businesses and other organisations
Planning and task allocation in teacher teams.
Courses