Matching competences in higher
education and economy:
Defining Competences
Presented by: FH JOANNEUM
Questions and Aims:
What is a Competence Catalogue? – Why is it good to have one ? How do we start in getting one ?
“The Western Balkan countries are formally committed members of the
Bologna process, and all are currently engaged in implementation. This is a
unique opportunity to participate in the positive restructuring of national
systems to create an inclusive European Higher Education Area that benefits
all citizens and countries.”
(Dubrovnik Forum on Higher Education Reform, 27-29.September 2010)
1: Why do we need it ?
Defining competences
The competence catalogue includes all the general and the
specific competences of a degree programme. Together they
make up the profile of the future graduates.
•
Each single competence will be related to one or more
courses of the degree programme by the competence matrix
later on.
•
The competence catalogue is the basis for the competence
based teaching approach. All other steps refer to it.
•
1: Competence Catalogue
The Competence Catalogue
University Competence Catalogue
Course A
Specific competences for
course A.
Course B
Specific competences for
course B.
....
...
Course N
Specific competences for
course N.
Generic
competences
of the
University.
The competence catalogue is the basis of a university programme and
represents it’s learning goals. The list can be read in different ways:
• it is the profile of the degree and of the future graduate;
• it reflects the commitment to society, the result teaching;
• it is the guide for all teaching activities within the programme;
• it is the starting and end point of the teaching-learning process.
Academic courses, subjects and learning activities will be planned with a
view to competences and learning outcomes will be assessed in terms of
competences, i.e., the extent to which each student has acquired the
proposed competences.
1: Competence Catalogue
Why is it important to have a
catalogue of competences?
As a first step specific and general competences need to be defined for each
degree program. There is a number of relevant stakeholders / sources which
should be involved in this process
National legislation
EHEA
requirements
Labour market
needs
University
prerequisites
Student
needs
1: Including Stakeholders and Sources
Defining competences
There is a broad base of European initiatives supporting the idea of
competence based teaching. Everyone interested in the topic should look up
the following:




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The European Framework for key competencies
The European Qualification Framework (EQF)
The Bologna Process and the Bologna 2020 declaration
The European Employment Strategy (EES)
The ECTS System
Bergen Declaration
If you are interested tart with:
http://www.ehea.info
http://ec.europa.eu/education/lifelong-learning-policy/doc44_en
1: Including Stakeholders and Sources
EHEA requirements
Each degree programme has its own list of competences, consisting of a set
of general competences and a set of specific ones.
•
The general competences should be the same for each degree
programme at a particular university. Usually their number is limited. The
emphasis to certain general competences can become a defining factor for
the way of teaching of the university.
•
The specific competences are different for each degree programme,
they are greater in number, they will define the actual content and
knowledge specific to each degree programme.
1: Including Stakeholders and Sources
University Prerequisits
In the project COMPETENCE a set of nine general competences has been
designed. These competences usually are a good starting point.
GROUP WORK
Please use your handouts titled E1: Defining General Competences
In the first part you are asked to work alone, in the second part please team
with 2-3 other persons for discussion groups.
The results of the group work will be discussed in the plenum
1: Including Stakeholders and Sources
Defining general competences
We suggest defining a basic set of specific competences using the curriculum
and syllabi of the courses involved.
GROUP WORK
Please use your handouts titled E2: Defining specific Competences
In the first part you are asked to work alone, in the second part please team
with 2-3 other persons for discussion groups.
The results of the group work will be discussed in the plenum
1: Including Stakeholders and Sources
Defining specific competences
Labour Market and Student
Needs
One possibility to gather input from all involved stakeholders is a Focus
Group Interview:
A focus group is a form of qualitative research in which a group of
people are asked about their attitude towards a product, service, concept,
advertisement, idea, or packaging. Questions are asked in an interactive
group setting (preferably a round table) where participants are free to talk
with other group members. Focus groups provide researchers with initial
ideas in the exploratory part of a study, they can be useful in the process of
interpretation and evaluation of results and situations and they can produce
further research questions.
2: Focus Group Guidelines
Focus Group Interview
FGI - Participants
Ideal setup are 5-6 participants and a moderator around a round table.
Usually the interview will not last longer then two times 45min, with a 15
min break. Plan for 2 hours

Participants must have a specific experience with the topic:
preferably experienced professors and administrators who are involved in the
design of curricula or courses.

A suggestion: 2 professors or administrators, 2 employers, 1 graduate, 1
student or decision maker

FGI - Questions


Ideal number are 2-4 questions
Aim of the questions:

Analyse the existing knowledge about competence based teaching

Specify important competences for university and employers

Find the gap between what is taught and what is needed

Find possible obstacles for introducing competence based learning
Complexity of the questions: Interview questions should be easily
understandable, short (the participants should remember them) and focused
on the topic.

Example Questions
How would you describe competence based learning? What does the term
competence mean to you?
What are the most important skills, abilities, and knowledge students should acquire
during their studies? What are the most practice-relevant skills, abilities and
knowledge?
(Advice to the moderator: Ask for details for the raised competences. Try to explore
their meaning.)
Where do you perceive the gap between competences delivered at the university and
those needed in the labour market? Are students capable in delivering the relevant
knowledge and competences in the work place.
How would you include competence based learning in your university in the future?
Where do you see prerequisites, starting points and possible barriers?
FGI – Group Work
The Focus Group content can be designed together in the following
GROUP WORK
Please use your handouts titled E3: Working on the Focus Group
In the first part you are asked to work alone, in the second part please team
with 2-3 other persons for discussion groups.
The results of the group work will be discussed in the plenum
Next Steps
• Please define these yourself
More information can be found in:
the Competence Manuals,
the Competence website
(http://www.link-competences.org/)
and at the competence centre.
Thank you very much for your
attention!