What? 

A study programme’s vision and competencies (or learning outcomes) comprise its profile, position, content-related focus and strategic choices and comply with Ghent University’s vision of premium-quality education. Drawing up a vision text and a set of programme-specific competencies (or learning outcomes) requires input from stakeholders like the students, the lecturers, society and the professional field.   

A study programme uses its vision statement to inform the general public about its purpose. Taking its cue from Ghent University’s mission ‘Dare to Think’,  a vision statement describes the graduates a study programme delivers. In addition, a vision statement is a means to position a study programme in a broader social context and relate how the programme answers current and future social challenges. Lastly, the vision statement details the study programme's specific education approach and positions it in the (inter)national education landscape. It defines idiosyncratic accents relating to learning contents, teaching methods, assessments and the broader learning environment (lecturers, infrastructure). The vision statement also details how the study programme contributes to Ghent University’s six strategic education objectives. Summing up, a well-considered vision statement, approved by all stakeholders, includes challenging yet attainable goals to be accomplished within a specific time frame. It is reviewed periodically and adjusted if necessary.   

The key elements in a study programme’s vision statement are translated into programme-specific competencies (or learning outcomes). At Ghent University, we use the terms ‘competencies’ and ‘learning outcomes’ synonymously. The programme-specific competencies describe the knowledge, skills and attitudes students must have acquired upon completing a particular Bachelor’s or Master’s programme. A set of programme-specific competencies is usually limited to ten to twenty individual competencies, all of which comply with the Flemish Qualifications Framework (FQF) requirements, and the existing domain-specific learning outcomes (Dutch: DLR) regarding level, content and orientation.   

The Programme Committee ensures that the learning outcomes are current, relevant, and well-known to students, lecturers, PC members, and the professional field.  Additionally, we expect our Programme Committees to review their programme-specific competencies (including the curriculum, assessment and exit level) systematically with the help of internal (lecturers and students) and external stakeholders (the professional field, alumni, and international peers). Programme Committees communicate their vision and programme-specific competencies to (prospective) students and other stakeholders through the Study Guide website (cf. the study programme information sheet) and information brochures for (prospective) students. This makes for a clear and straightforward promotion of the study programme’s profile and position.  

Why? 

A vision statement and programme-specific learning outcomes are the Programme Committee’s proverbial compass. Together, they form the guiding principles for shaping and implementing the study programme and deciding on improvement actions. If a (thorough) curricular review is needed, the study programme’s vision is usually the point of reference as well as a useful tool to determine what the review should (not) comprise.  In addition, a study programme’s vision statement and programme-specific learning outcomes offer a clear starting point for consultations with the various stakeholders on the purpose, social relevance, and teaching practice of the study programme, and for implementing changes, if necessary. The result of this (cyclical) process is a well-structured curriculum with a clear purpose, supported and advocated by a dedicated team of lecturers.   

 

Promoting the study programme’s vision and programme-specific learning outcomes vis-à-vis the stakeholders will help to present the general public with a clear profile (online and offline). Prospective students will be able to make a more informed study choice, whereas professional field representatives will recognise in the programme-specific learning outcomes a summary of the knowledge, skills and attitudes their (potential) future employees will have acquired.