Table of Contents
Criteria professional development Associate degree
Summary
Fontys ICT uses two descriptions of professional skills for the HBO-ICT curriculum. The professional skills for the bachelor's and master's degree programmes are described on a separate page. They are based on the HBO-i domain description 2018.
The description on this page concerns the Associate degree programme. The description for the Associate degree programme is based on the AD platform description. This page explains the background and the formulated criteria for professional development for the Associate degree programme.
Elaborating criteria Associate Degree
For the Associate degree programme, during semesters 1 to 3, we use the same Body of Knowledge (BOK) as for the Bachelor. From semester 2 onwards, instead of the HBO-i description, we use that of the AD platform. The professional skills for the Associate degree are elaborated in five so-called learning outcomes.
Learning Outcome 1: Communicating
Description National Platform Associate degrees
“Communicating purposefully about one's own role, tasks and outputs within one's own team and to direct stakeholders”.
Purposeful communication means that the Ad'er1) allocates communication to connect policy and implementation. The Ad'er is aware of the message, his/her own role and the recipient. The Ad'er is supposed to be able to reflect on the effect of communication on his or her own role, that of the team and those directly involved. The Ad'er can then translate the conclusion of the reflection into follow-up action in relation to the task, role and outcomes the Ad'er is working towards together.
Distinctive principle
The level of communication is determined by the scope, the complexity of the message and the transfer of the communication. In most cases, the Ad'er will communicate mainly at the tactical level with a limited scope. The scope is not limited to the own team and individual tasks but has a wider reach to the first circle of relevant actors outside the team. Which actors these are depends on the profession.
Examples of behaviour
Table 1 shows some examples of behaviour by level in the Ad-curriculum.
Table 1
Description of some examples of behaviours for the learning outcome Communicating by level in the Associate degree curriculum.
| Learning Year 1 AD Level | You consider direct stakeholders in the assignment. You can communicate purposefully about your own role, tasks and yields within your own team and to direct stakeholders. You are attentive to what you want to communicate and in what form. You can clearly name your own role, tasks and yields within the team. You are aware of the impact cultural differences have on yourself and on other people you interact with. |
|---|---|
| Graduation level AD | You reflect on the effect of your communication on your own role and tasks, those of the team and those directly involved, and take follow-up action. You can justify the added value of the final result. You hold others in the team accountable for their roles and tasks and take responsibility for the final result. 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. |
Learning outcome 2: Collaboration
Description National Platform associate degrees
“Working together in a team / being able to manage an operational team and deliver a joint result”.
The way the Ad'er interacts with people in his daily working environment is described here. During the study programme, students learn to deal with different roles and degrees of responsibility. Since the Ad'er is a connector in his work, working with others is an important aspect. Whether the graduate has to deal with managing a team a lot or little depends on the specific profession. The aim of working together is to achieve a result together that the individuals would not have succeeded in doing separately. Collaboration has added value in the yield of pooled experience and expertise.
Distinctive principle The size of the team, the degree of independence the Ad'er has and the degree of responsibility the Ad'er has in the team determine the level within the learning outcome Working Together. In addition, level can also be determined by the joint result expected from the team. Third-party dependence, stakeholder influence and time pressure are distinctive principles in this.
Examples of behaviour Table 2 shows some examples of behaviour by level in the Ad-curriculum.
Table 2
Description of some examples of behaviours for the learning outcome Working together by level in the Associate degree curriculum.
| Year of study 1 AD level | You will work task-oriented with fellow students within the university of applied sciences on a business assignment You will recognise tasks in group work, and assume your own role in the group work You will be able to name and divide tasks in group work appropriate to each person's talent |
|---|---|
| Graduation level AD | You collaborate in a task-oriented way with fellow students, lecturers and professionals in a company or institution You are able to clearly divide and assign roles and tasks for a business assignment You are able to organise additional support during implementation in a timely manner to bring the assignment to a good end result |
Learning Outcome 3: Problem-solving Ability
Description National Platform associate degrees
“Analyse practical issues and identify solution directions. Realising appropriate solutions”.
The issue and the solution are central to this. The Ad'er analyses the issue, being critical and deferring judgment until all the necessary information has been gathered. The Ad'er asks the right question needed to analyse the problem, as the Ad-er has the connecting perspective. From this question, the Ad'er can formulate and substantiate appropriate solution directions. The final solution that fits within the context, strategy and organisation is realised by the Ad'er.
Distinctive principle
The level of problem-solving ability is determined by the complexity of the problem and the ambition of the solution. This is reflected in the responsibility the Ad'er bears towards the practical issue and the degree of independence expected. The ambiguity of the issue and the number of stakeholders also determine the level. As well as the scope of the solution direction and the extent to which the environment changes through the implementation of the proposed solution.
Examples of behaviour Table 3 shows some examples of behaviour by level in the Ad-curriculum.
Table 3
Description of some examples of behaviour for the learning outcome Problem-solving Ability by level in the Associate degree curriculum.
| Learning year 1 AD level | You remain curious and questioning throughout the solution process, answering questions with an appropriate approach: pragmatic, critical and based on (provided) resources. You solve problems with a provided methodology and substantiate your proposed solution(s) |
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| Graduation level AD | You can devise and realise a solution to a practical issue involving a limited number of stakeholders. You take responsibility for the implementation of a provided solution to a complex issue that brings about a limited degree of change in the environment. |
Learning Outcome 4: Learning Ability
Description National Platform Associate degrees
“Being able to continue to adapt to changing roles in the environment by sharing development questions”.
Learning does not stop when the diploma is received. Learning and working are intertwined for the Ad'er. By continuing to reflect on one's own actions and role in the professional context, the Ad'er remains agile. This happens when the Ad'er asks development questions and shares them with others in the work, in order to solve these learning questions together. The Ad'er's sustainable employability is enhanced by learning. It is a natural part of the Ad'er's repertoire.
Distinctive principle
In the context of lifelong learning, this is a characteristic that determines the extent to which graduates can grow and develop in their own work role. This involves development within the work role, given the adaptive ability and flexibility to respond to change. The Ad'er not only formulates the development question, but can also set it out by sharing it with others and acting on it. This is a step that shows that the Ad'er is taking action to learn. In this, being aware of one's own actions within the work role is the first requirement taught during the study programme.
Examples of behaviour
Table 4 shows some examples of behaviour by level in the Ad-curriculum.
Table 4
Description of some examples of behaviours for the Learning Outcome Learning Ability by Level in the Associate degree curriculum.
| Learning Year 1 AD level | You see opportunities for yourself and seize those opportunities. You motivate yourself. You take responsibility for your actions. You make considered choices in your ICT profile and related jobs. You are open to feedback and reflect on it. You formulate your own learning needs, ask development questions and share them within your team. You are aware of the impact cultural differences have on your work and life. |
|---|---|
| Graduation level AD | You describe your professional talents, development ambitions and what job(s) you aspire to in order to be and remain agile as a professional. You include others in your own development. You actively seek and give feedback. You understand the cultural differences that exist and play a role in an ICT project and can adapt your way of working if necessary. |
Learning Outcome 5: Methodical Acting
Description National Platform Associate degrees
“Selecting theories and methods from the fields of expertise and applying them to issues in current professional contexts”.
Students learn various methods and theories during the study programme. The connection to actual professional practice is what the Ad-er stands for. This is the reason why the methods and theories taught do not stand alone, but must be able to be applied to an issue by the student. The issue the Ad'er tackles for Ad-level professions is a practical one. The Ad'er can connect different theories and methods taught to solve an issue that has no standard solution.
Distinctive principle
The number of theories and methods taught to the student in his studies is a selection from the available knowledge base of the specific study programme. It goes without saying that the student knows and can demonstrate the theories and methods in the context of the profession. The level is determined by the degree of competence and reflection on choice and actions. Students are expected to be able to substantiate choices.
Examples of behaviour
Table 5 shows some examples of behaviour by level in the Ad-curriculum.
Table 5
Description of some examples of behaviour for the learning outcome Methodical Acting by level in the Associate degree curriculum.
| Learning year 1 AD level | For specific questions, you show that information is sought and selected to arrive at an answer and/or conclusion. You answer questions using an appropriate approach: pragmatic, critical and based on (provided) sources & methodologies. You can use a provided theory or methodology in practice. |
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| Graduation level AD | You can use selected information to solve practical issues and explain the choices made. You can independently select, analyse and work out an appropriate solution to a job-related task or problem. You solve an issue that has no standard solution by using a method or theory provided. |