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Degree programme development
General description and sub-processes
Process name
Description created
Degree programme development
28.5.2008 ks
Person/s responsible
Last updated
Paula Kinnunen, Helena Mansio, Marja-Riitta Luotonen
28.5.2008 pk, jpl
Process approved by
Approved
Vice President
-
HAAGA-HELIA process descriptions and process quality criteria
HH degree programme development cycle (based on general principles governing HH curricula)
1. Charting working life
needs (anticipating)
2. Definition of core
competencies developed
by the degree
programme (selection)
and link to general
competencies (HH
pedagogical strategy)
6. Implementation
(student counselling and
assessment processes in
practice, assessment of
courses and study
modules)
4. Description of
student’s study path
and counselling /
assessment processes
5. PSP. Identification and
recognition of
competencies (level of
individual student)
HAAGA-HELIA process descriptions and process quality criteria
3. Setting competence
objectives in time
(professional growth,
study modules,
courses)
2
1. Anticipating working life needs in the degree programmes
Level
What is done?
Who does?
How it is done?
Curriculum renewal / fine-tuning
Curriculum
Development of teacher
competencies on the level of the
degree programme and field of
specialisation
Unit directors, degree programme directors,
teachers, students, working life negotiation
councils
Anticipation methods:
HAAGA-HELIA’s
forecasting handbook
Initiation of curriculum
development cycle
Assessment of process and results
Establishment of modules
Development of teacher
competencies
Study modules
Degree programme directors, teacher teams,
students, businesses and other organisations
Making use of the degree programme’s
anticipatory materials
Assessment of module relevance,
i.e. competencies from the point of
view of processes and results
Teacher employment in businesses and other
organisations
Ongoing module development
based on assessment materials
Course planning.
Courses
Development of teacher
competencies
Assessment of student
competencies and the student
counselling processs
Anticipation methods, learning assignments
building competencies needed in working life
Teachers, students, businesses and other
organisations
Courses are developed on the basis of
continuous feedback, also during the
process
Developments are recorded in course
implementation plans
Teacher visits to workplaces
3
2. Definition / selection of competencies produced in the degree programmes, and
application of overall HH competencies within the degree programme
Level
Curriculum
What is done?
Core competencies are selected
and described, the curriculum
implementation process is
executed, how other core
competencies match working life
needs is assessed. Development
of teacher competencies.
Who does?
K Group, programme groups, competence
area groups, alumni, negotiation councils,
unit directors, head teachers, designated
project team, businesses, organisations and
associations in the field, students, degree
programme directors, legal function
How it is done?
Brainstorming, team meetings,
questionnaires, joint planning, designated
working groups
Joint forums (Curriculum days and
pedagogical development)
Comprehensive review each 3-5 years
Selection and description of
module core competencies, based
on working life needs.
Development of teacher
competencies.
Study modules
Team work, team meetings, ongoing
assessment on the basis of assessment
materials
Degree programme directors,
students, course teachers,
partner companies and organisations
Developed yearly on basis of feedback,
students study to achieve learning objectives,
teachers provide counselling
Deciding on the incorporation of
working life needs in module
Selection and description of
course core competencies based
on real-life job requirements
Courses
K Group, steering committees,
focus area groups, alumni,
negotiation councils, teacher teams,
representatives from the field
(working life), partners, head teacher,
School of Vocational Teacher Education
Assessment of the competencies
gained by students in relation to
working life needs
Assessment of the counselling
process
Cooperation between teachers and
cooperation outside the university
Feedback and resulting development actions
recorded in the course implementation plan
4
3. Competence objectives: specification and scheduling
Level
Curriculum
What is done?
The path to professional growth is
described in the curriculum, and
supporting pedagogical solutions
are chosen (from HH’s
pedagogical solutions basket)
Who does?
K group, curriculum group, degree
programme group, student quality group
Professional growth and success
of pedagogical solutions are
assessed.
Study modules
Courses
Planning and description of
module objectives:
-order of objectives
-path to professional growth
-pedagogical solutions
-timing
-load on students
Planning and description of
course objectives:
-order of objectives
-path to professional growth
-pedagogical solutions
-timing
-load on students
How it is done?
Curricula are kept flexible, the path to
professional growth is defined and also
reviewed and developed at set intervals.
Pedagogical solutions are developed,
implementation in Winha.
Curriculum load on students is assessed.
Competence area groups,
integrated teacher groups, K group
Independently and together via
discussions
The teacher guides the student towards the
learning objectives.
Teachers, students
Assessment of how well competence
objectives are met during the course, course
development, placed in curriculum
5
4. The student’s path, counselling and assessment
Level
What is done?
Who does?
How it is done?
Identification of critical points in the
student’s progress
Curriculum
Description of student counselling and
assessment processes on the curriculum level,
choice of student counselling and assessment
methods and tools for different stages of the
learning process
Management, degree programme
groups, teachers, student
counsellors, students
Collection of feedback in
accordance with the quality system.
The student’s path. Counselling and
assessment processes are assessed as a
whole. Counselling resources. Counselling
standard on the HH level.
Study modules
Description of student counselling and
assessment processes on the study module
level, choice of student counselling and
assessment methods and tools for different
stages of the learning process
Naming of tutor teachers, planning
of student orientation,
establishment of bridges to working
life
Degree programme directors,
teachers and students
Collection of feedback in
accordance with the quality system.
“Closing” thinking, summary of
module with student participation.
Assessment of counselling and assessment
processes on the study module level, and
assessment of student learning and
competencies.
Courses
Description of student counselling and the
assessment process for the course, choice
of student counselling and assessment
methods and tools for different stages of
the learning process (course
implementation plan)
Assessment of student learning and
competencies and counselling and
assessment practices.
Degree programme directors,
teachers and students
Collection of feedback in
accordance with the quality system.
Review of course feedback with
students.
Resulting changes recorded in the
course plan.
6
5. PSP, identification and recognition of expertise
Level
Curriculum
What is done?
Formulation of a personal study
plan (PSP) template based on the
curriculum, formulation and
updating of PSPs.
Who does?
Management, degree programme groups,
teachers, student counsellors, students
Agreement on principles and
practices concerning the
identification and recognition of
expertise.
The study module is defined as a
part of professional growth.
Study modules
Courses
Where necessary, competence
indicators (display of
competencies) are planned on the
basis of competence objectives.
A PSP is formulated together with the
student, PSP progress is monitored
(professional growth), PSP changes are made
accordingly, with practical support provided
for students.
Implementation plans are to include the
identification and recognition of expertise
point of view.
Degree programme groups,
teachers, students
Competence indicators (display of
competencies) are planned on the
basis of competence objectives.
Courses are defined in relation to
study modules.
How it is done?
Progress (professional growth) and student
support are evaluated.
Implementation plans are to include the
identification and recognition of expertise
point of view. Teachers monitor student
progress..
Teachers, students
Students study, progress is evaluated in
relation to PSPs.
Teachers monitor student progress.
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6. The implementation of teaching in practice, organisation
Level
Curriculum
What is done?
Planning of course offering for
different groups, order of course
completion, teacher task
planning…
Who does?
How it is done?
Educational area directors, degree
programme directors, teachers,
students, representatives of
businesses and other organisations
Planning and task allocation in
degree programme meetings and
curriculum teams.
Planning of study modules and
their development of their practical
implementations.
Degree programme directors,
teachers, students, representatives
of businesses and other
organisations
Planning and task allocation in
degree programme meetings and
study module teams.
Course planning and development.
Teachers, students, representatives
of businesses and other
organisations
Planning and task allocation in
teacher teams.
Collection of course feedback and
its utilisation in development work.
Study modules
Courses
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