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

2. IQM-HE Consortium
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3. 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

4. STEP 1 DEFINE COMPETENCES
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5. IQM Procedure and a model of competence-based higher education

6. 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

7. 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

8. 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

9. 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)

10. 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

11. Step 1: Define Competences
Competence models
Structure
Level
Development
Source of picture:

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

13. 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

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

15. Formulating Comptences - Examples
Example of a competence that meets all five quality criteria:
Literature Research in Psychology-Related Databases
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16. 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)
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17. Competence Model Step 1: Define Competences
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18. Group work: Start developing a competence model
Based on the information in the handbook, p
Use competence areas and competences for your study programme
Imagine that you will present your draft to colleagues from your institution
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19. Step 1: Define Competences

20. Step 1: Define Competences

21. Step 1: Define Competences

22. Step 1: Define Competences

23. Step 1: Define Competences

24. Step 1: Define Competences

25. Step 1: Define Competences
Intended
Step 1: Define Competences

26. Step 1: Define Competences
Intended
Step 1: Define Competences

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

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

30. Develop your competence model
Step 1: Define Competences
Develop your competence model
Specific formulation: Example rubric for an oral presentation
Retrieved from:
Erasmus+ Project: Internal Quality Management in Higher Education

31. Step 1: Define Competences

32. 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
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33. Erasmus+ Project: Internal Quality Management in Higher Education
Exercise
Develop a competence model
Erasmus+ Project: Internal Quality Management in Higher Education

34. Step 1: Define Competences
Exercise
Define competences for a selected study program & discuss the formulation of competence levels (general vs. specific)
Peer review
Discussion
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35. 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

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

37. 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

38. 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)
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39. 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

40. 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