Professional excellence: defining learning outcomes for honours higher
education.
Melissa Oudshoorn-Fuller, Patricia Robbe, Marca C.V, Wolfensberger Research Center Excellence in Higher Education and Society
Hanze University of Applied Sciences Groningen, The Netherlands
Contact: m.m.oudshoorn-fuller@pl.hanze.nl
1. Purpose, context and problem statement
As organizations face mounting pressure to integrate new technologies, manage increasing economic stresses, and respond to issues of societal importance in an increasingly
multicultural society, it is imperative to train professionals who can reach beyond their technical skills to synthesize and communicate stakeholder intentions and communication objectives (Lawrence, 2015).
Identifying and equipping communications students to excel as communication professionals is a shared goal of both industry and higher education (Beechler &
Woodward, 2009). But the question for educators remains, what specifically should these programs train talented, motivated students to do or to become? Most undergraduate professional communications curricula are guided by core competency frameworks or matrices which specify norms for general performance. Competence profiles for
professional communication describe functional (Beurer-Züllig, 2009, Garner, 2013, Global Alliance, 2015; Hunt, Wright & Simonds, 2014; Swinton, 1981), national (QAA Benchmark, 2008; Vereniging Hogescholen, 2008), international (Global Alliance, 2015; Tench et.al, 2013; Tench & Moreno, 2015), and general standards (Simonds, Buckrup, Redmond, & Quianthy, 2012). Although these matrices contain diverse competences, they are limited to definitions of increasingly higher levels of “standard” performance, from novice to expert. However, as such they do not clarify what exceptional or excellent performance beyond these experience levels might entail.
We therefore conducted research with communication professionals to pinpoint the
competencies recognized as indicative of outstanding performance in the work field, aiming to develop a competence profile for the excellent communication professional.
In this paper, we describe first the research we conducted to develop a competence profile for excellent performance in professional communication; then how it was subsequently used to inform curricular development at our Communication Talen Honours Program and finally, the experiences concerning implementation by staff and students one year following
implementation. Lastly we reflect on this process and how this will influence future use of the competence profile and relevance for the work field.
2. Conceptual framework
Honours programs are designed for motivated and gifted students who want to do more than the regular program offers (Clark & Zubizarreta, 2008). It has been shown that, for optimal learning, these programs should focus on three dimensions of teaching approaches: community building; enhancing academic competence, and offering freedom
(Wolfensberger, 2012). The amount of freedom in honours education seems to be the most distinguishing aspect from regular programs, however, also for honours students an amount of structure is needed. Setting explicit learning goals are an effective way to offer this
structure and enhance performance (Locke & Latham, 2006). According to Wolfensberger, it is of critical importance for talented students to measure and reflect upon their own
professional development using defined learning outcomes, and that these are in line with work field expectations (Wolfensberger, 2012).
The honours programs of Universities of Applied sciences aim to prepare talented students to become the excellent professionals of the future. To do so, knowledge about
characteristics and behaviors which define an excellent professional is required. Although research to define the constructs of excellent performance in other fields is emerging (Paans, 2013; van Heugten, 2016; Witte & Jansen, 2015), a similar definition of
competences specific to describe excellent performance in the communications profession have not been defined. A conceptual profile describing excellent performance from a professional perspective would provide educators with a set of characteristics to determine relevant competences, define end level learning outcomes and select appropriate
assessment methods.
3. Research questions
In this research we assessed the following research questions:
What characterizes an excellent communication professional in the perceptions of the professional field?
How can a profile of the excellent communication professional be implemented in honours education?
How do honours students and faculty staff experience working with the profile of the excellent communication professional?
4. Data collection and analysis
Phase 1: Developing the excellent performance profile
Using a mixed method qualitative approach, focus groups (participants N=16) and
subsequently a Delphi panel study (participants N=47) were conducted with communication work field participants to determine skills, knowledge and behaviors which describe an excellent performance. A broad representation communication professionals working in a variety of sectors within the focus areas of our institute (Business Communication, Public Affairs, Consulting, and Multimedia Design) participated. Table 1 presents a summary of participant characteristics.
Gender Age range Educaiton level Relevant experience Function level
Female 9 20-29 5 Vocational 1 <= 5 years 4 Operational 5 Regional 3 Male 7 30-39 6 Higher Professional 8 5-10 years 5 Managerial 4 National 9 40-49 3 University (academic) 7 > 10 years 7 Strategic 5 International 4
40-49 3 Director / Executive 2
50-59 1 60+ 1
Gender Education level Relevant experience Function level
Female 15 20-29 3 Vocational 1 <= 5 years 4 Operational 7 Regional 3 Male 15 30-39 13 Higher Professional 15 5-10 years 5 Managerial 8 National 14 40-49 7 University (academic) 14 > 10 years 21 Strategic 7 International 13
50-59 5 Director / Executive 8
60+ 2
Geographical scope of work Table 1. Research respondents
Geographical scope of work Age range
Delphi panel composition
Focus Groups 1-3 Participant Composition
Data from the focus groups were studied to identify emerging concepts. Results were organized into a preliminary conceptual profile and presented to an expert panel using the Delphi method. Panelists were asked to give their opinion of whether the separate domains and items of the profile are essential characteristics of excellent performance, and whether the domain and item composition are comprehensive. At the end of each round, the profile was adjusted according to the guidelines of the Delphi method and a revised concept profile was then set before the panelists in another round of the process. This cycle repeated until the panel reached consensus regarding all items and domains. At the conclusion of the Delphi rounds, a final profile consisting of five domains and 16 items was established (table 2).
Comparing the outcome of this research with current general competence matrices, we find some similarities, but also some differences. Current competence matrices for the
communication profession infer that adequately performing professionals must have a solid grounding in their vocation: they possess a sound basis of knowledge, skills and a
professional attitude. This research suggests that to be recognized as an “excellent” professional, additional characteristics should be demonstrated which supplement or
strengthen the basic competence profile. Professionals from the communication field concur that these five competence domains and 16 items together form a profile of excellent
performance indicators. These competence domains are not directly associated with specific technical knowledge or skill areas, but describe broader personal behaviors and capacities, specifically to think strategically, be expressive, empathic, and decisive, and to see patterns and interrelationships.
Phase 2: Applying and the ECP profile to educational practice (developing end level competences and assessment)
As the SEEDS profile explains characteristics of an experienced communication
professional, honours faculty used the SEEDS profile as a compass to develop
undergraduate learning outcomes which would help the students develop towards this professional excellence ideal. Staff looked at each of the SEEDS aspects and ascertained which competences would be suitable for focus during the supplementary program.
Description of the undergraduate Honours competences and the relationship between the Honours Domains and the SEEDS profile (Figure 1) developed by the Honors teaching staff are shown below.
1. Contextual Intelligence: the ability to appraise, explain and evaluate dynamic contextual variables inherent in a complex and changing environment.
2. Innovation and Creativity: ability to generate new ideas within or across domains of knowledge, drawing upon or transcending with established rules, relationships, forms and methods.
3. Expression and Literacy: Expression is the ability to participate and express ideas and concepts effectively in the media-saturated, information-rich society, whether that be through language, visual images or sound. Digital and media literacy is the constellation of life skills that are necessary for full participation and expression. 4. Curiosity and Initiative: Curiosity is demonstrated by asking questions to find more
information or search for solutions, being interested in the theoretical backgrounds, as well as in matters of applicability in specific situations. Taking initiative is doing more than is required or expected in the job. A curious, initiative taking student oversees upcoming problems or opportunities and takes appropriate action.
5. Social Citizenship: consciously and actively taking part of a globally connected and complex world and contributing to the community’s values and practices.
6. Strategic Thinking: ability to adopt a helicopter view of a situation to uncover challenges and opportunities and turns these into valorized actions. The Honours student is able to develop a multifaceted view of a complex problem, translate their understanding of the problem in a plan of action and select the appropriate tools to organize an intervention that contributes to solving the complex problem.
7. Student defined domain: Based on their own professional desires and talents, students define one competence or knowledge area which compliments their own professional development. The student’s assigned Honours mentor will approve the content and end level the associated competencies during the first Honours
Figure 1: Relationship Honours Domains to SEEDS profile
These excellence competences were further broken down as specific skills, knowledge, abilities, and behaviors required to perform excellently.
At the start of the program, new Honours students complete the detailed self-assessment of their competences, create their own learning/project plan and discuss this with their mentor. This “scorecard” is a digital document which contains both student and mentor
assessments, goals and feedback about competence development during all three years. Upon completion of each course, project, assignment or peer/client feedback sessions students receive formative evaluations to gauge their progress. These evaluations, copies of the student’s work, feedback from external parties and peers are gathered by the student and placed into an “evidence portfolio” used in the annual summative assessment interview.
Phase 3: Staff and Student Implementation Appraisal
From September 2015, all Honours students worked with the aforementioned competences during the first year of their Honors program. One year following creation and application, students and staff were asked to evaluate the implementation of the excellence profile and learning outcomes.
Student appraisal
First and second year Honours students (N=65) responded to an open ended opinion poll regarding their use of the assessment format and content. . Students reported that:
specific guidelines for development provided enough flexibility to develop projects which would help them attain individual development goals.
the process was far more time consuming than expected and that writing the details of each of the competences was challenging.
self-reflection was a difficult and time consuming process, and potentially more time will be necessary form the student that is intended or reasonable to expect.
Faculty appraisal
Twelve Honours staff mentors used the new competence and assessment formats informed by the SEEDS profile. Although end level competences and developmental milestones were detailed and well described, in practice both content and operational issues arose. Faculty reported that:
as each student’s entry level and professional goals vary, the pattern of growth in specific domains varied as well.
domains 1-6 were seen as relevant, however there was significant variety of approaches to developing these competences. Staff was concerned that without more structured approach, it would be difficult to assure quality of the end level over the entire cohort.
the process of assessment using the newly developed forms and criteria incredibly time consuming.
5. Conclusions
This research promotes an connection between the professional field and educators, resulting in curricular changes. The implementation of competence profiles of excellent professionals in honours curricula offer clear learing goals to guide student’s development and, furhtermore, improves the transition from educational programs to professional practice, allowing students to develop (or strengthen) competences and behaviors which are, according to professionals themselves, essential for that profession. Future research could explore the way in which these profile domains and items influence performance in practice and which interventions are most effective.
Students recognized the benefits of having specific guidelines for development upon which to structure their professional development goals, however both students and teaching staff experienced the assessment instruments as extremely time consuming. Directly influenced by the complexity of the assessment, teaching staff has proposed that the requirements for students be amended, specifically that fewer number of competences be required for end level achievement and that some consistency in project requirements be described.
6. Theoretical and practical implications
describes competences which could be used for strategic selection of high potential candidates, for educators, it offers guidelines for assessment and curricular development, especially in honours education. This research promotes an connection between the professional field’s expectations and the curriculum offered to prpare students for professional practice.
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