====== Criteria professional development Ad, bachelor and master ====== > **Summary** >//Fontys ICT uses one description of professional skills for the HBO-ICT curriculum. For the associate degree, bachelor's and master's degree programme, these are based on the HBO-i domain description 2023. This page explains the background and the formulated criteria from the HBO-i framework.// ===== General note ===== ==== Definition ==== By 'professional skills' we mean: the personal skills needed to function in the social, societal and organisational environment.\\ By 'professional development' (PO) we mean: the development a person goes through to develop their professional actions to function in their professional (and social) environment. This concerns personal and interpersonal skills. ====Accents within Associate Degree, Bachelor and Master ==== Ad and BSc students follow the same education in semester 1. In semesters 2 and 3, the same Body of Knowledge (BOK) is offered in the basic profile semesters, but differentiated on professional skills. \\ The Master has an additional learning outcome for professional development called Academic Standard. The final level of a graduate of a professional master's degree programme is distinguished by mastery, research ability, interprofessionalism and impact. ==== Application ==== Professional skills are described by the HBO-i and by the AD platform. These descriptions are included in the learning outcomes of the semesters. Each semester is assessed holistically. Students must demonstrate their professional development in each context.\\ At Fontys ICT, professional skills are always assessed in the context of the work performed. For example, the standard for what is understood by 'good communication' or 'language skills' is different during a scrum session than in an IT contribution to the annual report of a listed company. Leading the assessment of students is always: what is expected in the work field in terms of professional behaviour when performing this type of work or activity?\\ The [[https://hbo-i.nl/domeinbeschrijving|HBO-i domain description]] describes the different levels but does not elaborate on them for professional skills. Fontys ICT has worked out concrete examples of professional skills by level. This allows lecturers and educational developers (across semesters and between profiles) to calibrate. The elaborations are intended as behavioural examples. If desired, a semester can use them as key performance indicators (KPIs) for professional development. ===== Learning outcomes ===== To balance the balance between technical and PO learning outcomes, two learning outcomes professional development have been named for each semester\\ **Learning outcome: Professional Standard**\\ The first learning outcomes include the professional skills Future-oriented Organisation, Investigative Ability and Targeted Interaction. This learning outcome explicitly names the working methodology to be followed by students in the semester. This is because any work methodology in the ICT work field always names relevant aspects of these professional skills linked to the professional context. No working methodology can be followed without making business, ethical and sustainable considerations (Future-oriented Organisation), without basing design on research (Investigative Ability) and without involving and informing stakeholders (Targeted Interaction). The following are the formulations for propaedeus, internship (up to semester 5) and graduation levels. Each semester formulates its own explanations of the learning outcomes, grafted on to topics and context.\\ __Propedeutic level__\\ You apply professional practice, both individually and in teams, in the areas of project organisation, communication with stakeholders, exploratory research, and reporting.\\ __Internship level__\\ Both individually and in teams, you apply a relevant methodological approach used in the professional field to formulate project goals, involve stakeholders, conduct applied research*, provide advice, make decisions, and deliver reports. In doing so, you keep in view the relevant ethical, intercultural, and sustainable aspects.\\ *Associate degree (graduation level): action-oriented research. __Graduation level__\\ You take responsibility when solving an ICT issue. You define and carry out your research using relevant selected methodologies, and provide advice to your stakeholders even in complex and uncertain contexts. You substantiate and validate future-oriented choices by use of ethical, intercultural, and sustainable arguments.\\ __Master level__\\ Together with and based on various disciplines, stakeholders and perspectives, you recognise and analyse complex and generic issues in professional practice and create solutions for these using a strategic and tactical approach. You contribute to innovation in an ethically and morally responsible manner and make an impact on professional practice through your mastery of the field. \\ **Learning outcome: Personal Leadership**\\ The professional skill Personal Leadership has its own learning outcomes. That learning outcome broadly describes what individual behaviour is expected from a student in the semester with regard to behavioural aspects relevant in the context of that semester and their own learning attitude. Again: semesters formulate their own explanations, grafted on topics and context. __Propedeutics level__\\ You take the initiative in asking for, and reflecting on, feedback. You identify your own core values as the basis for your study career and professional development.\\ __Internship level__\\ You are aware of your own strengths and weaknesses, both in the field of ICT and in your personal development. You choose actions in line with your core values to promote your personal growth and develop your learning attitude.\\ __Graduation level__\\ You independently formulate goals and actions that demonstrate leadership in your own long term development as an ICT professional. You show that you are capable of carrying out these actions and achieving your goals, adjusting them as necessary.\\ __Master level__\\ You demonstrate leadership in your own development and learning ability as a long-term IT professional and reflect critically on this. You take sustainable action to achieve your goals, or make adjustments where necessary.\\ ===== Further elaboration of HBO-i domain description ===== The learning outcomes professional development are based on the professional skills listed in the HBO-i domain descriptions. This section names behavioural examples at four levels to the descriptions from the domain description for the bachelor's curriculum.\\ For each professional skill, the description from the HBO-i domain description is included first and possible performance indicators/ behavioural examples follow below. We expect from first-year students the propaedeutic level. From students in a main semester and internship the internship level and from students in an advanced semester and during graduation the bachelor level.\\ The levels are cumulative: at the undergraduate level, everything from the internship and propaedeutic level is also expected, and at internship level also the skill level described at propaedeutic level. ===== Professional skill: Future-oriented Organisation ===== **Description from HBO-i**\\ This includes exploring the organisational context of ICT assignments, making business, sustainable as well as ethical trade-offs, and managing all aspects of assignment execution. Table 1 describes the professional skill per subarea, table 2 gives some examples of behaviour per level in the curriculum. >**Table 1**\\ //Description of the professional skill Future-oriented Organisation by end-level subfield for the undergraduate curriculum.//\\ ^ Subarea ^ Explanation of final level ^ | Organisational context | You identify various environmental factors (e.g. social developments such as sustainability and/or inclusion issues) that may influence the elaboration of the assignment and take follow-up steps on this basis. | | Ethics | You weigh social and ethical aspects (such as sustainability and inclusion) in the (applied) technological and professional context and incorporate them into professional actions. | | Project Management | You organise and realise the assignment (e.g. a project assignment) on the basis of set preconditions and ensure the sustainable embedding of the delivery in the organisation. | **Examples of behaviour**\\ >**Table 2**\\ //Description of some examples of behaviours for the Future-oriented Organisation professional skill by level in the undergraduate curriculum.// ^ Level ^ Future-oriented Organisation ^ | Propedeutic level | You identify basic characteristics of the environment of the assignment. \\ You have a basic understanding of the business context in which the assignment is performed. \\ You can identify simple social ethical themes and factor them into judgement, for example by performing a Quick Scan in the Technology Impact Cycle Tool (TICT). \\ You are aware that your product could potentially have some impact on society. \\ You recognise (your own) limits in terms of ethics and act accordingly.\\ You identify simple subtasks within a project or assignment.You have basic skills in planning and monitoring time, money and quality of work. \\ You recognise basic risks and opportunities. | | Internship Level BSc and Graduation level Ad | You identify characteristics and roles of the environment of the assignment. \\ You have a good understanding of the business legitimacy of the organisation.\\ You include social ethical themes in judgement and are able to critically analyse them. \\ You are able to conduct impact and stakeholder analysis and apply the results, for example by delivering an improved product or advisory report using the Improvement Scan in the Technology Impact Cycle Tool (TICT). \\ You recognise both your own boundaries and those of others in terms of ethics and act accordingly. \\ You identify and manage subtasks within a project or assignment. \\ You effectively plan and monitor time, money, quality and ethical aspects. \\ You recognise and analyse opportunities and risks in the organisational context and take appropriate action. \\ You ensure a forward-looking embedding of the solution in the organisation, integrating ethical considerations. \\ You take privacy, copyright and potential bias into account when using generative AI and ask for feedback when in doubt about ethical boundaries. | | Bachelor level | You thoroughly identify and analyse the characteristics and roles of the assignment's environment. \\ You have an in-depth understanding of the organisation's business legitimacy and can critically evaluate it. \\ You involve complex social ethical themes in judgement and can form well-reasoned opinions on them. \\ You are capable of performing independently a comprehensive impact and stakeholder analysis and can provide your client with sound ethical advice, for example by performing a Full Scan in the Technology Impact Cycle Tool (TICT). \\ You have knowledge of ethical standards and norms in the field of expertise, e.g. the GDPR or the AI Act. \\ You recognise both your own boundaries and those of others when it comes to ethics and act with integrity and responsibility. \\ You identify, coordinate and optimise complex subtasks within a project or assignment. \\ You strategically plan and monitor time, money, quality and ethics of work execution. \\ You identify and assess opportunities and risks in the organisational context and implement appropriate strategies, where ethical considerations are an integral part. \\ You ensure sustainable and forward-looking embedding of the solution in the organisation, considering ethical aspects and making ethically sound decisions. \\ You handle generative AI consciously and ethically, making conscious trade-offs in terms of technology, privacy and added value in the graduation process. | | Master level |You substantiate the added value of a solution and generalise it to other contexts. \\ You take end-responsibility for the planning of your work (e.g. definition of sub-tasks, planning and monitoring of time, money and quality). \\ You demonstrate ethical sensitivity. \\ You thoroughly review the conduct of yourself, and the other people involved in your projects against moral standards. | ===== Professional skill: Investigative Ability ===== **Description from HBO-i**\\ Considering ICT tasks critically from different perspectives, identifying problems, finding effective approaches and arriving at appropriate solutions. Table 3 describes the professional skill by subarea, Table 4 gives some examples of behaviour by level in the curriculum. >**Table 3**\\ //Description of the professional skill Investigative Ability by end-level subfield for the undergraduate curriculum. // \\ ^ Subarea ^ Explanation of final level ^ | Methodical problem approach | You identify relevant issues and/or opportunities, identify what knowledge is missing and plan follow-up research steps in a structured and critical manner, choosing methods appropriate to the issue at hand. | | Investigate | You conduct research with an open attitude in a reasoned, pragmatic, structured and critical manner. | | Solution | You apply the information obtained from research within the context of the issue and make proposals based on the information obtained. In doing so, you remain critical and open to alternative ideas and ways of working. | **Examples of behaviour** >**Table 4**\\ //Description of some examples of behaviours for the professional skill Investigative Ability by level in the undergraduate curriculum. // \\ ^ Level ^ Investigative Ability ^ | Propedeutic level | You use the research cycle to get from question, problem or opportunity via collecting and analysing \\ information and/or data to knowledge and insights that you apply in professional products. \\ You name the knowledge domains available work, application context and innovation space ([[..:beleid:dot_framework|DOT framework]]), to describe the context of your research. \\ When answering a research question, you apply methods relevant to your field of expertise through the research cycle. \\ You select and evaluate available sources based on quality and relevance. \\ You use generative AI as a tool to strengthen your information position, explain the resources you have allocated and evaluate whether the output is consistent with reliable sources. | | Internship Level BSc and Graduation level Ad | Based on a problem analysis, you will formulate appropriate research questions using Newman's Design Challenge. \\ You will create research designs appropriate to your research questions, taking into account the phasing: (problem) analysis-design-realisation-evaluation. \\ In your research design, you determine which research strategies (DOT framework) the flow of information should follow to arrive at the answer to the question. \\ You elaborate your research design into appropriate research methods and method sequences. \\ You analyse and report the research findings. \\ You evaluate the chosen and elaborated methods for validity and reliability. \\ You reflect on your research design and that of others. \\ You justify how you used generative AI during the research and what its added value or limitation was for your assignment. | | Bachelor level | Based on a problem analysis and Newman's Design Challenge, you will independently formulate a main question, taking into account the scope and focus of your project. \\ You will independently formulate appropriate sub-questions to this and indicate how they lead to professional products. \\ You can assess the stage of product development of your products, for example on the basis of TRLs (Technological Readiness Level). \\ You independently recognise and select research patterns when designing your research. \\ You independently elaborate the chosen research patterns and research methods so that they lead to the required professional products. \\ You justify your choices of research patterns, strategies and methods used. \\ You explicitly demonstrate and recognise the reliability and validity of your research and professional products in the work of others. \\ You communicate research outcomes in a way that others understand their quality and (added) value and can build on them. \\ You use generative AI purposefully during different phases of your research, substantiating why you are allocating the technology and the choices you make in doing so. \\ You reflect critically on the impact of generative AI on the quality, validity and independence of your research. | | Master level | You identify the (main) problem, determine solution directions and select an appropriate solution approach. \\ Based on the analysis of complex challenges, you define appropriate research questions. You monitor the relevance of these questions throughout the ensuing process and reformulate them if needed. \\ You demonstrate critical thinking throughout the process of solving the main problems, for instance by asking questions from various perspectives and using of solid (re)sources. \\ You work independently towards evidence-based solutions using a design oriented and rigorous methodology (transparent, reliable and valid). | ===== Professional skill: Personal Leadership ===== **Description from HBO-i**\\ Being enterprising around ICT assignments and personal development, paying attention to one's own learning ability and keeping in mind what kind of ICT professional and/or what type of job positions one aspires to.\\ Table 5 describes the professional skill by subarea, Table 6 gives some examples of behaviour by level in the curriculum. >**Table 5**\\ //Description of the professional skill Personal Leadership by end-level subfield for the undergraduate curriculum. // \\ ^ Subarea ^ Notes ^ | Being enterprising | You work purposefully and act deliberately on new opportunities/initiatives, involving collaborative partners (for example team members, stakeholders, civil society organisations). | | Personal development | You substantiate study and career choices and make well-founded adjustments to your own learning development (e.g. through reflection and/or feedback). | | Personal profiling | You regularly evaluate personal ambitions and qualities in relation to the desired positioning in the work field and take action accordingly. | **Examples of behaviour**\\ >**Table 6**\\ //Description of some examples of behaviours for the professional skill Personal Leadership by level in the undergraduate curriculum.//\\ ^ Level ^ Personal leadership ^ | Propedeutic level | Focus on: Who am I, what do I want\\ You know what is important to you and can determine from there what you need in ICT and your professional development and are able to learn in a way that suits you.\\ Knowing what is important means being able to recognise your own core values.\\ Determining what you need means being able to determine from your core values what you need to be able to stay close to yourself.\\ Learning in a way that suits you means being able to determine the best way to learn new knowledge and skills and being able to apply it. | | Internship level BSc and Graduation level Ad | Focus on: what can I do and determine what is needed\\ You know what your strengths and pitfalls are in ICT and your personal development. To achieve your personal growth, you are able to take actions that match your core values and you do so in a way that suits you.\\ Knowing your strengths and pitfalls means being able to recognise (including through self-reflection and asking for feedback) what you are good at and what you should still be growing in.\\ Able to take actions means that you take responsibility for developing yourself into a professional ICT practitioner, seeing and seizing opportunities, and doing so in a structured, planned and effective manner.\\ In a way that suits you means that in the activities you undertake, you choose a way of working that is appropriate to the way you best develop knowledge and skills. | | Bachelor's level | Focus on: Actively taking actions to implement what is needed\\ You have a vision of your role in ICT, demonstrate enterprising behaviour in ICT and your personal development, set goals to match and take actions that contribute to achieving these goals.\\ A vision of your role involves knowing what you want, what you can do and what you want to develop in. Based on that, you determine what kind of ICT professional you want to be.\\ Enterprising behaviour involves taking responsibility for your own actions, seeing and seizing opportunities and being able to set and monitor your goals independently.\\ Setting goals to match means setting goals that are realistic and contribute to your desired development, for example using the SMART method.\\ Taking actions that contribute to achieving goals involves showing leadership in your own development, being able to take actions but also validating whether you are getting closer to these goals and adjusting in this if necessary. | | Master level | You demonstrate sufficient understanding of complex issues in your own field of study. You can also interact effectively with professionals from other disciplines. \\ You can reflect on your personal development placed in a wider perspective (e.g. long-term career ambitions). \\ You proactively seek opportunities to develop yourself. You consciously look for potential new learning goals. \\ You assess your own actions and can adjust them if necessary. | ===== Professional skill: Targeted interaction ===== **Description from HBO-i**\\ Determine which partners play a role in the ICT task, work constructively with them and communicate appropriately aimed at the desired impact. Table 7 describes the professional skill by subarea, table 8 gives some examples of behaviour by level in the curriculum. >**Table 7**\\ //Description of the professional skill Targeted Interaction by end-level subfield for the undergraduate curriculum.//\\ ^ Subarea ^ Notes ^ | Partners | You actively maintain relationships with relevant cooperation partners (for example team members, clients, end users, civil society organisations and/or other stakeholders). | | Communication | Attention to what one wants to communicate with what impact, the most appropriate form and its actual implementation. | | Cooperation | You deliberately and purposefully tailor your communication to the target group(s). | **Examples of behaviour**\\ >**Table 8**\\ //Description of some examples of behaviours for the professional skill Targeted Interaction by level in the undergraduate curriculum. // \\ ^ Level ^ Targeted interaction ^ | Propedeutic level | You consider immediate stakeholders in the assignment. \\ You are attentive to what you want to communicate and in what form.\\ You take your own role in the group.\\ You recognise tasks in group work.\\ You address others about their roles. \\ You are **aware** of the impact cultural differences have on you and other people you interact with. | | Internship level BSc and Graduation level Ad | You consider different stakeholders in the assignment.\\ You ensure the desired impact and execution of communication.\\ You actively seek enrichment in the assignment.\\ You consciously build trust when working together.\\ You collaborate in such a way that everyone's strengths and learning needs are realised. \\ You can **apply** your knowledge of cultural differences to improve your communication, sense differences and adapt your behaviour when working in an international or intercultural environment. \\ | | Bachelor's level | You anticipate different types of collaborative partners.\\ You collaborate in interdisciplinary teams.\\ You manage **effectively** cultural differences in your interactions with stakeholders. | | Master level | You understand the cultural differences between collaborators and adapt your conduct accordingly. \\ You effectively communicate as an expert with specialist and non-specialist audiences. \\ You effectively manage international and cultural differences in your interactions with stakeholders. | \\ {{tag>Professional_development Associate_degree Bachelor Master Curriculum}}