Defining and Comparing Generic Competences in Higher Education

Transcription

1 European Educational Research Journal Volume 9 Number Defining and Comparing Generic Competences in Higher Education OUTI KALLIOINEN Laurea University of Applied Sciences, Vantaa, Finland In this article the author discusses the importance of defining generic competences in alignment with the European definitions. As a case study the generic competences defined by Laurea University of Applied Sciences are compared with European definitions of generic competences. The purpose is to open up the various perspectives within this thematic field of interest and reflect on them according to the objectives of the European Higher Education Area. The comparative matrix of generic competences enhances the comparison of learning outcomes in higher education institutions, facilitates credit transfer and the acknowledgement of prior learning. 1. Introduction The ultimate goal of the Bologna process since 1998 has been to create a European Higher Education Area (EHEA) by The objectives for the EHEA include: having the world s best quality in education; Europe becoming the most popular destination for students and researchers; sufficiently compatible educational systems, enabling intra-community mobility; better comparability, recognition and accreditation of degrees, promoting mobility; enhancing international cooperation and networking; and enabling lifelong learning for people of all ages (Council of the European Union, 2001). The means to reach this target are coherent, comparable and understandable degree programme structures, the European Credit Transfer and Accumulation System (ECTS), student mobility and cooperation in quality assurance. According to Figel in Higher Education in Europe 2009 (Eurydice, 2009), the Bologna process has been driving forward the most important higher education reforms in the modern era. Through significant reforms a greater compatibility of the different national European degree structures has been achieved and now we have to work on quality, especially the content and profile of qualifications, to ensure that they are found meaningful and relevant across Europe. Lehikoinen (2002) argues that it is extremely challenging to define qualifications and competences for degree programmes, as the catalysts of change in the operational environment are so challenging, e.g. globalisation, aging population, the invention of new technologies and their impact on working methods. At the same time competition for talented foreign students and researchers is increasing. The purpose of this qualitative research article is to describe one university s efforts to better meet the demands of comparable degree programmes and learning outcomes and to find out how Laurea University of Applied Sciences generic competences for bachelor-level student programmes are comparable with the European competence definitions of recent years. These European and Finnish national competence definitions are the qualitative research material for this article. The theoretical background has been selected from fairly recent definitions of competences and expertise. The comparable and interpretative content analysis is shown in the Appendix. This matrix enhances the comparison of the learning outcomes desired by higher education institutions, facilitates credit transfer and the acknowledgement of prior learning. It also shows the importance of mutual understanding of qualifications and learning outcomes throughout Europe and enhances 56

2 Defining and Comparing Generic Competences the mobility of people and the labour force. The concept of knowledge used in this article is pragmatic and relational. In the conclusion I will briefly summarize the results. 2. Definitions of Competence and Expertise Competent experts are extremely valuable for an organisation and therefore it is very important that higher education institutions produce good quality students with relevant learning outcomes for working life. According to Prahalad & Hamel (1990) core competences are the interpretations of the actors within an organisation about what they believe would add value for their customers. An important feature in core competence is that the outcome of a learning process of an entire organisation is improved, at least at group level, and does not only result in individual learning (Garavan & McGuire, 2001; Viitala, 2005, p. 82). For competence management it is very important to identify and analyse the competences of experts in order to develop and renew them systematically and recruit new experts when needed (Argyris & Schön, 1995). Ruohotie (2002) has defined the meanings of professional competence, based on Ellström (2001): a professional competence which an individual can use effectively gains meanings from four different perspectives: professional competence means meeting the requirements for qualifications and professional skills as defined by the labour market, labour unions, etc.; professional competence means the specific demands that are required for successful work in a certain company; professional competence means an individual s possible competence and ability to participate in further studies, which is stated in a curriculum, degree programme profiles and certificates; professional competence means an individual s real and potential competence, i.e. individual capacity. Ruohotie (2002) has argued that the work performances of professional people can differ a great deal depending on what they think the core skills or core strategies of their work are and what kind of connotations they give to those various skills. Furthermore, it is noted that the transfer of skills from one context to another is not spontaneous, which brings special challenges when introducing new experts to a job. Transfer of skills is even more demanding when people working together come from different cultural, social and historical backgrounds. Ruohotie (2002, 2006) argues that the learning process at universities of applied sciences should be organised so that teaching and developing generic competences can be linked to a real employment context and that the definition of skills should be socially located. Hakkarainen et al (2002) have divided research perspectives on expertise into three different points of view: expertise as the acquisition of knowledge (cognitive standpoint); expertise as participation in an operative culture (participation standpoint); expertise as the creation of knowledge (creation standpoint). These standpoints complement each other, but according to Tynjälä (2004) the creation standpoint is a new approach, in which the good elements of knowledge acquisition and participation are combined. In addition to this, expertise includes a strong, creating element which enables competent and situationally sensitive action in a continuously transforming operational foundation. An expert can operate flexibly and intuitively and he/she does not have to stop before every new assignment to think about on which theory basis he/she should act in the specific situation (Tynjälä, 2004, pp ). In the field of expert research Tynjälä (2004, pp ) has analysed the work of several researchers as follows: Bereiter & Scardamalia (1993) combine individual and community standpoints whereas Nonaka & Takeuchi (1995) put more weight on communal standpoints. According to Hakkarainen et al (2002) a common operating culture can be considered an innovative knowledge community. Laurea s new pedagogical model, Learning by Developing, is well suited to the frames of the latest research on expertise because at the core of the model is collaborative knowledge creation (students, teachers, working life partners) and as a result, at its best, it achieves the production of 57

3 Outi Kallioinen innovations, new working cultures, new services, and new models for work. Laurea s innovation platforms are specially designed environments for innovative knowledge communities (e.g. Active Life Village, Implementing this pedagogical model has not been simple because the entire teaching culture needs to be changed, but in order to produce qualified and competent experts for future working life we have had to facilitate the change and strengthen teacher leadership. 3. Generic Competences in the Competence-Based Curriculum Laurea s future-oriented, competence-based curriculum since 2006 allows it to follow the requirements for change coming from the labour market and society (see Kallioinen, 2007). The curriculum reform also links us to the curriculum development of the European Higher Education Area, which is based on core competences. According to the national ECTS project s work by the Rectors Conference of the Finnish Universities of Applied Sciences, ARENE (2007) the competences can be defined as follows: Competences are understood as wide-ranging combinations of know-how composites of knowledge, skills and attitudes possessed by an individual. Competences illustrate the person s proficiency, capacity and ability to perform in professional tasks (ARENE, pp ). Raij & Rantanen (2007, pp ) have described the definition process of Laurea s five generic competences for its curriculum. The generic competences are structured through three competence levels. Each competence progresses through a personal competence level to an organisational development level and on to a social reform level. As learning outcomes is one of the focal issues in the Bologna process, in this article I will focus on the learning outcomes of the personal competence level of each below mentioned generic competence and on the learning outcomes of generic competences defined in Europe. The shared generic competences at Laurea for all degree programmes (13 Finnish and 3 English) are: ethical, globalisation, innovation, reflection and networking competence. Mastering the personal competence level is compulsory for all bachelor-level students (c.1500 starting every year) as they graduate from Laurea. In some degree programmes bachelor students also have the second and/or third level of some of these generic competences in their curriculum. The social reform level of these generic competences mainly concerns master s level programmes and personal study paths. Ethical competence At the personal competence level the students are able to: reflect on their own values and on the consequences of their actions for the welfare of others; work on the basis of their sector s value base following ethical principles; apply the field s ethical norms to problem solving; examine situations from different parties perspectives; work in a tolerant and understanding way in multicultural networks; apply ethical principles to R&D [research and development] projects (Laurea study guide, ). Reflection competence At the personal competence level the students are able to: evaluate their own learning and competence and formulate a personal development plan; identify development challenges and problems; develop their competence independently and with others, and share what they have learnt in a work community; assume a role in a group/team; acquire and analyse information systematically (Laurea study guide, ). Innovation competence At the personal competence level students are able to: analyse their own thought processes, knowledge and actions; plan, organise and develop their own work; 58

4 Defining and Comparing Generic Competences set targets and turn them into appropriate, concrete actions; come up with new ideas, work creatively, express their thoughts and convince others to participate in developing them; use various ideation methods; manage themselves, work during change and in diverse projects; conduct the intermediate and final evaluations of a project (Laurea study guide, ). Networking competence At the personal competence level the students are able to: present ideas and information in writing, verbally and visually using various communication styles; act in situations requiring professional communication and interaction; identify various teamwork models and work in teams; participate collaboratively and actively in a network; take into account cultural differences and work with people of different cultural backgrounds (Laurea study guide, ). Globalisation competence At the personal competence level the students are able to: make use of international sources of information in their field of expertise; take into account the effects and opportunities of multiculturalism and internationalisation on their fields; recognise the significance of their professional actions in relation to global interaction and sustainable development; evaluate their own value bases from the point of view of sustainable development and globalisation, and apply them to their work (Laurea study guide, ). These competences are integrated in the studies: study units, projects, apprenticeship, etc., and there are no special courses on them. There is a qualitative portfolio evaluation of these generic competences and a quantitative evaluation (from 1 to 5) on the professional substance-specific competences of the study units. Portfolio evaluation appeared to be fairly difficult to implement by the lecturers in general and therefore further training possibilities have been offered to the staff. At the moment we are considering changing the portfolio evaluation in the future curricula. The development process is under way. Laurea s pedagogical operational model, Learning by Developing (LbD), enables the development of new professional competences in real working-life contexts and projects and the expertise gained can then begin to develop in a holistic way instead of as a series of consecutive competences. The LbD model was also internationally evaluated (see Vyakarnam et al, 2008) in order to promote European cooperation in quality assurance. 4. Qualitative Research Material and Analysis For this qualitative research article I have selected European competence definitions that have been developed recently. The definitions are presented below. The qualitative content analysis (Denzin & Lincoln 1994) and the comparison with Laurea s generic competences are presented in the Appendix. Competence definitions as qualitative research material: European Qualifications Framework, EQF: Level 6 (Bachelor) Tuning Generic Competences (TGC) Dublin descriptors Finnish national generic competences (Bachelor) European Qualifications Framework, EQF: Level 6 (Bachelor) In the European Qualifications Framework (EQF) (European Commission, 2008) the focus is on the learning outcomes of the students at different levels. The eight reference levels are the core 59

5 Outi Kallioinen element of the EQF and they can be used as a common and neutral reference point by the education and training authorities in the European Union countries. The eight levels cover the entire span of qualifications from those achieved at the end of compulsory education and training to those awarded at the highest level of academic and professional and vocational education and training. As an instrument for the promotion of lifelong learning, the EQF encompasses general and adult education, vocational education and training as well as higher education. Levels 5 to 8 contain a clear reference to the levels defined in the framework for the European Higher Education Area in the context of the Bologna process. In the EQF the learning outcomes are the result of what the learner knows, understands and is able to do after finishing their studies at that specific level; in other words, the combination of knowledge, skills and competences of the level in question (European Commission, 2008). The Finnish National Qualifications Framework will be finalised in The usefulness of the EQF is based on transparent quality assurance systems and, in accordance with this, all quality assurance systems of the Finnish higher education institutions will be audited by Laurea s quality assurance system will be audited in The descriptor for the first cycle (bachelor degrees) in the Framework for Qualifications of the European Higher Education Area corresponds to the learning outcomes for EQF level 6 (European Commission, 2008). Knowledge. In the EQF knowledge means the outcome of the assimilation of information through learning. Knowledge is the body of facts, principles, theories and practices that is related to a field of study or work. Knowledge is described as theoretical and/or factual. The learning outcomes relevant to Level 6 are: advanced knowledge of a field of work or study involving a critical understanding of theories and principles. Skills. In the EQF skills means the ability to apply knowledge and use know-how to complete tasks and solve problems. Skills are described as cognitive (use of logical, intuitive and creative thinking) and practical (involving manual dexterity and the use of methods, materials, tools and instruments). The learning outcomes relevant to Level 6 are: advanced skills demonstrating the necessary mastery and innovation required to solve complex and unpredictable problems in a specialised field of work or study. Competence. In the EQF competence means the proven ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study situations and in professional and/or personal development. Competence is described in terms of responsibility and autonomy. The learning outcomes relevant to Level 6 are: being able to manage complex technical or professional activities or projects, taking responsibility for decision-making in unpredictable work or study contexts, the ability to take responsibility for managing the professional development of individuals and groups (European Commission, 2008). Tuning Educational Structures Project The Tuning Project is related to the Bologna process and it is financed by the European Commission. It concentrates on issues related to the degree programme structures of the two cycles (i.e. bachelor and master s degrees) and the transparency of the educational system. The project represents academia and the voice of higher education institutions and it enhances the ECTS. In the project they have produced field-specific degree requirements, compared learning outcomes and developed professional profiles. The learning outcomes express what a student is supposed to know, understand and/or be able to do after their studies. It is also possible to define the minimum requirements with the assistance of commonly defined learning outcomes. More about the project can be found on the webpage: (Gonzáles & Wagenaar, 2003, 2005.) In the Tuning Project competences represent a dynamic combination of attributes, abilities and attitudes. The object of the educational programmes is to foster these competences. The competences are formed in various course units and assessed at different stages. Competences may also be developed to a greater degree than the level required by the learning outcome. 60

6 Defining and Comparing Generic Competences The generic competences in the Tuning Project have been divided into three knowledge areas: 1. Instrumental competences: cognitive abilities, methodological abilities, technological abilities and linguistic abilities. Capacity for analysis and synthesis; Capacity for organisation and planning; Basic general knowledge; Grounding in the basic knowledge of a profession; Good oral and written communication skills in a student s native language; Knowledge of a second language; Elementary computing skills; Information management skills (ability to retrieve and analyse information from different sources); Problem solving; Decision-making. 2. Interpersonal competences: individual abilities like social skills (social interaction and cooperation). Critical and self-critical abilities; Teamwork; Interpersonal skills; Ability to work in an interdisciplinary team; Ability to communicate with experts in other fields; Appreciation of diversity and multiculturality; Ability to work in an international context; Ethical commitment. 3. Systemic competences: abilities and skills concerning whole systems (a combination of understanding, sensibility and knowledge; the prior acquisition of instrumental and interpersonal competences is required). Capacity for applying knowledge in practice; Research skills; Capacity to learn; Capacity to adapt to new situations; Capacity for generating new ideas (creativity); Leadership; Understanding of cultures and customs of other countries; Ability to work autonomously; Project design and management; Initiative and an entrepreneurial spirit; Concern for quality; Will to succeed. Dublin Descriptors Dublin descriptors have been developed by an unofficial network, the Joint Quality Initiative ( and include descriptions of bachelor, master and doctoral degrees (first, second and third cycle). For this article I will take only the bachelor degree for the comparative content analysis. First cycle degree, bachelor-level. Qualifications that signify the completion of the first cycle are awarded to students who: have demonstrated knowledge and understanding in a field of study that builds upon their general secondary education. This knowledge and understanding is typically at a level that, whilst supported by advanced textbooks, includes some aspects that will be informed by knowledge from the forefront of their field of study; 61

7 Outi Kallioinen can apply their knowledge and understanding in a manner that indicates a professional approach to their work or vocation. These competences are typically demonstrated through the devising and sustaining of arguments and the solving of problems within their field of study; have the ability to gather and interpret relevant data (usually within their field of study) and to make informed judgements that include reflection on relevant social, scientific or ethical issues; can communicate information, ideas, problems and solutions to both specialist and nonspecialist audiences; have developed those learning skills that are necessary for them to continue to undertake further study with a high degree of autonomy. Finnish National Generic Competences, Bachelor Level Dr Pekka Auvinen from the North-Carelian University of Applied Sciences acted as the chairperson of the national team that defined the generic competences for the Finnish universities of applied sciences. Professor Päivi Tynjälä from Jyväskylä University and Professor Pekka Ruohotie from Tampere University consulted and evaluated the outcomes of the team during the process and in their final form. The background material for this national work was as follows: the Polytechnic Decree, European and national competence descriptions, literature relating to competences, and studies and experiments conducted at Finnish universities of applied sciences. The definitions have also been made in collaboration with teachers, students and representatives from various areas of working life (ARENE, 2007). For more about the definitions and the results of collaborative work see the homepage of the project ( where the findings are more explicitly discussed. As a member of this national team I had the opportunity to reflect on and discuss the outcome with reference to Laurea s generic competences, which were produced and formulated slightly before the national competences. The Finnish national bachelor-level generic competences (from universities of applied sciences) are as follows: Learning Competence The student: is able to self-evaluate his/her competences and define his/her development and learning needs; recognises his/her learning style orientation and is able to conduct studies independently and develop his/her learning strategies; is capable of collaborative learning and sharing knowledge in teams and working communities; is able to operate in changing environments and to recognise and utilise available learning opportunities and scopes for action; is able to plan, organise and develop his/her own actions. Ethical Competence The student: is able to apply the value systems and ethical principles of the subject field in his/her conduct and tasks; takes responsibility for his/her own actions and works according to jointly agreed principles and measures; is able to apply the principles of sustainable development in his/her actions; is able to take other people into account in his/her actions. Communicative and social competence The student: is capable of listening to others and communicating by use of writing and speech and is also able to communicate visually by use of different communication methods; is able to function in the communicative and interactive situations typical of the field; understands the principles of group and teamwork and is able to work together with others in multidisciplinary teams; is able to utilise information and communications technology at his/her work. 62

8 Defining and Comparing Generic Competences Development competence The student: is able to retrieve and analyse information from within his/her subject field, to critically evaluate it and to perceive entities in a holistic way; knows the basic principles and methods of research and development work and is able to conduct small-scale research and development projects by applying the existing knowledge of the field; knows the principles of project work and is able to work in projects; uses initiative and adopts a proactive approach to work and is capable of problem solving and decision-making at work; understands the principles of profitable and customer-focused operations and possesses entrepreneurial skills. Organisational and societal competence The student: knows the socio-economic interdependence of the organisations in his/her subject field; knows the possibilities of societal influences for the development of his/her field; knows the basic principles of organisational management and leadership and has the ability to supervise tasks; knows the methods necessary for engagement in working life and is able to operate in work communities; is able to plan and organise activities. Internationalisation competence The student: possesses spoken and written communicative competence in at least one foreign language necessary for his/her work and for professional development; understands cultural differences and is able to work together with people from different cultural backgrounds; is able to use international sources of information from his/her own field; understands the effects and opportunities of internationalisation in his/her own field (ARENE, 2007). 5. Conclusion The matrix of Laurea s competences reflected upon with reference to the European and Finnish national competence definitions is presented in the Appendix. In Laurea, metacognitive skills are mainly embedded in the learning outcomes of the generic competences and therefore I have compared, interpreted and analysed these competence definitions accordingly. The European and national competences are, to a great extent, comparable with Laurea s competences. This will enhance student mobility and acknowledgment of prior learning as well as make the degree programmes more comparable. However, student assessment of learning outcomes needs to be well designed and carried out in order to assure quality in the EHEA. Equal student assessment of the learning outcomes produces challenges for the different higher education systems around Europe and makes it hard to find mutual understanding of the required level of competences. This comparative analysis might also serve as a tool or a check-list in developing generic competences for the curriculum and facilitate quality assurance in the content of degree programmes. Innovation competence, networking competence and globalisation competence at Laurea create a unique and proactive setting for producing generic competences for bachelor-level students instead of merely implementing the European definitions as such. In particular, relevant competences for working life in the future will be the ability to use various ideation methods and diverse teamwork methods, linking innovations to an organisation s strategic targets and taking into account the nature and demands of innovation work. Conducting intermediate and final evaluations of a project is also a very good asset for higher education graduates. In this networked society it is very important to participate collaboratively and actively in a network, take initiatives in developing a network and develop the networked operations of a professional organisation. 63

9 Outi Kallioinen Enhancing sustainable development and promoting the values of environmental and social responsibility in organisations and taking into account global interactions will certainly add value for employers. Generic competences are essential in facing future challenges and building innovation capacity in the globalised world. In the competence production of the higher education institutions it is extremely important to identify proactively competence needs and new competence combinations for the future, so that we can fulfil the needs of the organisations as they transform and develop their core competences. This a challenging task but proactive curriculum development is one of the answers, if it is made in close cooperation with representatives from working life. Generic competences enable ethical, reflective and innovative operation in the ever more networked activities of the globalised world. In creating the European Higher Education Area universities have naturally adopted slightly different ways of reaching the mutual objectives but they are all moving in the right direction. In European higher education development the keyword is proacting not reacting. This article will hopefully add value to the production of new knowledge about future-oriented generic competences and promote the European dimension in higher education. References ARENE (2007) The Bologna Process and Finnish Universities of Applied Sciences. Participation of Finnish Universities of Applied Sciences in the European Higher Education Area. The Final Report of the Project. Helsinki: Edita Prima Oy. Argyris, C. & Schön, D.A. (1995) Organizational Learning II: Theory, Method, and Practice, 2nd edn. Reading, MA: Addison-Wesley. Bereiter, C. & Scardamalia, M. (1993) Surpassing Ourselves: an inquiry into the nature of expertise. Chicago: Open Court. Council of the European Union (2001) The Concrete Future Objectives of Education and Training Systems. Report from the Education Council to the European Council. 5680/01 EDUC Denzin, N. & Lincoln, Y. (Eds) (1994) Handbook of Qualitative Research. Thousand Oaks: Sage. Dublin Descriptors (2004) Shared Dublin Descriptors for Short Cycle, First Cycle, Second Cycle and Third Cycle Awards. A report from a Joint Quality Initiative informal group. Dublin, 18 October Ellström, P.-E. (2001) The Many Meanings of Occupational Competence and Qualification, in W.J. Nijhof & J.N. Streumer (Eds) Key Qualifications in Work and Education. Dordrecht: Kluwer. European Commission (2008) Recommendation of the European Parliament and of the Council of 23 April 2008 on the Establishment of the European Qualifications Framework for Lifelong Learning. Official Journal of the European Union. C111. Eurydice network (2009) Higher Education in Europe 2009: Developments in the Bologna Process. Eurydice. EACEA P9. Garavan, T.N. & McGuire, D. (2001) Competences and Workplace Learning: some reflections on the rhetoric and the reality, Journal of Workplace Learning, 13(4), Gonzáles, J. & Wagenaar, R. (Eds) (2003) Tuning Educational Structures in Europe. Final Report. Phase One. Bilbao: Universidad de Deusto. Gonzáles, J. & Wagenaar, R. (Eds) (2005) Tuning Educational Structures in Europe. Universities Contribution to the Bologna Process. Final Report. Phase Two. Bilbao: Universidad de Deusto. Hakkarainen, K., Palonen, T. & Paavola, S. (2002) Kolme näkökulmaa asiantuntijuuden tutkimiseen, Psykologia, 37(6), Kallioinen, O. (Ed.) (2007) The Competence-Based Curriculum at Laurea. Laurea University of Applied Sciences. Laurea publication series B 25. Helsinki: Edita Prima Oy. Lehikoinen, A. (2002) Tutkintojärjestelmien ja korkeakoulutusmallien kehitys Euroopassa, in J.-P. Liljander (Ed.) Omalla tiellä. Ammattikorkeakoulut kymmenen vuotta. ARENE. Helsinki: Edita. Nonaka, I. & Takeuchi, H. (1995) The Knowledge-Creating Company: how Japanese companies create the dynamics of innovation. New York: Oxford University Press. 64

10 Defining and Comparing Generic Competences Prahalad, C.K. & Hamel, G. (1990) The Core Competence of the Corporation, Harvard Business Review, May- June, Raij, K. & Rantanen, T. (2007) Process of Defining the Generic Competences, in O. Kallioinen (Ed.) The Competence-Based Curriculum at Laurea. Laurea University of Applied Sciences. Laurea publication series B 25. Helsinki: Edita Prima Oy. Ruohotie, P. (2002) Kvalifikaatioiden ja kompetenssien kehittäminen ammattikorkeakoulujen tavoitteena, in J.-P. Liljander (Ed.) Omalla tiellä. Ammattikorkeakoulut kymmenen vuotta. ARENE. Helsinki: Edita. Ruohotie, P. (2006) Key Qualifications in Work and Education, in P. Ruohotie & R. Mclean (Eds) Communication and Learning in the Multicultural World. Saarijärvi: Saarijärven Offset. Tynjälä, P. (2004) Asiantuntijuus ja työkulttuurit opettajan ammatissa, Kasvatus, 35(2), Viitala, R. (2005) Johda osaamista. Keuruu: Otava. Wagenaar, R. (2004) The Tuning Approach. A Case Study. UK Bologna seminar. Edinburgh, 1-2 July Vyakarnam, S., Illes, K., Kolmos, A. & Madritsch, T. (2008) Making a Difference. A Report on Learning by Developing Innovation in Higher Education at Laurea University of Applied Sciences. Laurea publications B 26. Helsinki: Edita Prima Oy. APPENDIX Laurea s generic competences for bachelor-level students in comparison with the European competence definitions (updated by Kallioinen, 2009). Laurea ethical competence European Qualification Framework (EQF): Level 6 (Bachelor) Competence - competence is described in terms of responsibility and autonomy. - can take responsibility for managing the professional development of individuals and groups Tuning Generic Competences Interpersonal competences - appreciation of diversity and multiculturality - ethical commitment Systemic competences - understanding of cultures and customs of other countries Dublin descriptors, first cycle - have the ability to gather and interpret relevant data (usually within their field of study) to inform judgements that include reflection on relevant social, scientific or ethical issues Finnish national generic competences, first cycle Ethical competence: - is able to apply the value systems and ethical principles of the subject field in their conduct and tasks - takes responsibility for their own actions and works according to jointly agreed principles and measures - is able to apply the principles of sustainable development in their actions - is able to take other people into account in their actions International competence: - understands cultural differences and is able to work together with people from different cultural backgrounds 65

11 Outi Kallioinen Laurea reflection competence Knowledge - a critical understanding of theories and principles Skills - ability to solve problems Instrumental competences - cognitive abilities, - problem solving - decision-making Interpersonal competences - capacity for analyses and synthesis - critical and self-critical abilities - interpersonal skills - teamwork Systemic competences - abilities and skills concerning whole systems (combination of understanding, sensibility and knowledge; prior acquisition of instrumental and interpersonal competences required) - research skills - capacity to learn - capacity to adapt to new situations - ability to work autonomously - will to succeed - has developed those learning skills that are necessary for a student to continue to undertake further study with a high degree of autonomy. - can apply their knowledge and understanding in a manner that indicates a professional approach to their work or vocation, and has competences typically demonstrated through the devising and sustaining of arguments and the solving of problems within their field of study Learning competence: - is able to selfevaluate their competences and define his/her development and learning needs - recognises their learning style orientation and is able to conduct studies independently and develop their learning strategies - is capable of collaborative learning and sharing knowledge in teams and working communities - is able to operate in changing environments and to recognise and utilise available learning opportunities and scopes for action - Is able to plan, organise and develop their own actions Development competence: - adopts an initiative and proactive approach to work and is capable of problem solving and decisionmaking at work Laurea networking competence Instrumental competences - technological abilities and linguistic abilities - good oral and written communication skills in their native language - knowledge of a second language - elementary computing skills - information management skills Interpersonal competences - social interaction and co-operation - teamwork - interpersonal skills - ability to work in an interdisciplinary team - ability to communicate - has the ability to gather and interpret relevant data (usually within their field of study) to inform judgements that include reflection on relevant social, scientific or ethical issues - can communicate information, ideas, problems and solutions to both specialist and nonspecialist audiences Communication and social competence: - is capable of listening to others and communicating in writing, speech and visually using different communicative styles - is able to function in the communicative and interactive situations typical of the field - understands the principles of group and teamwork and is able to work together with others in multidisciplinary teams - is able to utilise 66

12 Defining and Comparing Generic Competences with experts in other fields - appreciation of diversity and multiculturality - ability to work in an international context information and communications technology at work Organisational and societal competence: - knows the socioeconomic interdependence of the organisations in their subject field - knows the possibilities of societal influencing for the development of their field - knows the methods required for their working life and is able to operate in work communities International competence: - possesses spoken and written communicative competence at least in one foreign language necessary for their work and for professional development - understands the effects and opportunities of internationalisation in their own field Laurea innovation competence Skills - ability to apply knowledge - ability to use knowhow to complete tasks - ability to solve problems - use of logical, intuitive and creative thinking - advanced skills, demonstrating the mastery and innovation required to solve complex and unpredictable problems in a specialised field of work or study Competence - manage complex Instrumental competences - ability to retrieve and analyse information from different sources - capacity for analyses and synthesis - capacity for organisation and planning - problem solving - decision-making Interpersonal competences - teamwork - ability to work in an interdisciplinary team Systemic competences - capacity for applying knowledge in practice - capacity to learn - capacity for generating Development competence: - is able to retrieve and analyse information regarding their subject field and can critically evaluate it and perceive entities in a holistic way - knows the principles of project work and is able to work in projects Organisational and societal competence: - knows the basic principles of organisational management and leadership and has the ability to supervise 67

13 Outi Kallioinen Laurea globalisation competence technical or professional activities or projects, can take responsibility for decision-making in unpredictable work or study contexts new ideas (creativity) - Leadership - ability to work autonomously - project design and management - Initiative and entrepreneurial spirit - concern for quality - will to succeed Interpersonal competences - appreciation of diversity and multiculturality - ability to work in an international context Systemic competences - understanding of the cultures and customs of other countries tasks - is able to plan and organise activities Ethical competence: - is able to apply the principles of sustainable development to their actions International competence: - understands cultural differences and is able to work together with people from different cultural backgrounds - is able to use international sources of information within his/her own field - understands the effects and opportunities of internationalisation in their own field OUTI KALLIOINEN is the Development Director of Laurea University of Applied Sciences. She is responsible for the University s pedagogical development, knowledge management, quality assurance and part of the support services. She is an Adjunct Professor of the Finnish National Defence University. She specializes especially in qualitative research and action research methodology. Her research areas of interest are competence and curriculum development, teaching and learning, leadership and military pedagogy. Correspondence: Dr Outi Kallioinen, Development Director, Laurea University of Applied Sciences, Ratatie 22, FIN Vantaa, Finland (outi.kallioinen@laurea.fi). 68