Table of Contents
Criteria professional development bachelor and master
Summary
Fontys ICT uses two descriptions of professional skills for the HBO-ICT curriculum. For the bachelor's and master's degree programme, these are based on the HBO-i domain description 2018. This page explains the background and the formulated criteria from the HBO-i framework. For the professional skills criteria of the Associate degree programme, based on the AD platform description, see this page.
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 learning outcomes are therefore different for AD and BSc students. In semester 4, the AD student focuses on a specific profession and graduation, the BSc student chooses a specialisation in semester 4.
The Master has an extra learning outcome for professional development called Academic standard (only for the Master). The final level of a graduate of a professional master's program is distinguished by mastery, investigative ability, inter-professionalism 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 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 Problem Solving 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 Problem Solving) 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.
Propedeus 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.
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
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.
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.
Propedeus 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
To be enterprising around IT assignments and personal development, pay attention to your own learning ability and keep in mind what kind of IT professional and/or what type of positions you aspire to.
Learning outcome: Academic standard (only for the Master)
The final level of a graduate of a professional master's program is distinguished by mastery, investigative ability, inter-professionalism and impact.
Further elaboration of HBO-i domain description for bachelor
The learning outcomes professional development are based on the professional skills listed in the HBO-i domain descriptions. This section names behavioural examples at three levels to the descriptions from the domain description for the bachelor's curriculum. The descriptions for the fourth level (Master's) will follow.
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 semester 3, 4, and 5 the internship level and from students in semester 6, during a minor 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 | Identifies characteristics and roles of the environment of the assignment and knows the business legitimacy |
| Ethics | Knows ethical standards, includes social ethical themes in judgement, recognises own and others' limits and acts accordingly. |
| Managing | Identifies subtasks, plans and monitors time, money, quality and ethics of the execution of the work, recognises opportunities and risks and ensures a forward-looking embedding of the solution 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 |
|---|---|
| Propedeus 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. |
| Stage Level BSc | 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. |
| 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. |
| 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 problem solving
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 Problem Solving by end-level subfield for the undergraduate curriculum.
| Subarea | Explanation of final level |
|---|---|
| Problem approach | Identifying the problem, determining the direction of the solution and choosing an appropriate approach. |
| Investigate | Throughout the solution process, be curious and ask questions from different perspectives, answer these questions with an appropriate approach pragmatically, critically and based on sources. |
| Solving | The ability to solve problems both methodically and creatively, to find alternatives and to critically navigate one's own and others' chain of reasoning. |
Examples of behaviour
Table 4
Description of some examples of behaviours for the professional skill Investigative Problem Solving by level in the undergraduate curriculum.
| Level | Investigative problem solving |
|---|---|
| Propedeus level | You remain curious and questioning throughout the solving process.You answer questions using an appropriate approach: pragmatic, critical and source-based. You apply the research cycle to single research questions, for example according to the DOT framework. You are aware that cultural differences affect the choices you make for your solutions. |
| Stage Level BSc | You formulate appropriate research questions based on a problem analysis. You determine a research strategy for a given problem, according to the DOT framework. You analyse research results. You solve problems methodically and creatively.You actively seek alternatives.You critically review your own chain of reasoning. You make decisions during the problem-solving process based on knowledge of the different dimensions of cultural differences. |
| Bachelor level | You identify unstructured practice problems.You work independently towards an evidence-based solution.You ask questions from different perspectives. You justify your choices regarding the research pattern, research strategies and research methods, using the DOT framework. You design solutions from different cultural perspectives. |
| 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 jobs 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 | Being attentive, seeing opportunities and seizing them, motivating yourself and others, profiling yourself or a team, involving others in your own development, showing leadership and taking responsibility. |
| Personal development | Making an informed choice of study, strengthening one's own learning capacity, recognising one's learning needs and acting accordingly, reflecting, evaluating, actively asking for and giving feedback. |
| Personal profiling | Investigating what type of professional one would like to be in the long term, what professional field and type of jobs one aspires to and how to differentiate oneself from others in the industry. |
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 |
|---|---|
| Propedeus 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. |
| Stage level BSc | 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 | Attention to the various groups of cooperation partners such as stakeholders, interest groups, own team members. |
| Communication | Attention to what one wants to communicate with what impact, the most appropriate form and its actual implementation. |
| Cooperation | Attention to one's own role in the context of the ICT task, recognising and taking up tasks, addressing others, seeking enrichment and building trust in an interdisciplinary and intercultural context. |
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 |
|---|---|
| Propedeus 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. |
| Stage level BSc | 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. |
Professional skill: Academic standard (only at master level)
The final level of a graduate of a professional master's program is distinguished by mastery, investigative ability, inter-professionalism and impact. Table 9 describes the professional skill by subarea, table 10 gives some examples of behaviour by level in the curriculum.
Table 9
Description of the professional skill Academic Standard by end-level subfield for the graduate curriculum.
| Subarea | Notes |
|---|---|
| Mastery | Professional development, learning ability and ethical moral action. |
| Investigative ability | This sets out how investigative ability enables master professionals to change professional practice and create knock-on effects. |
| Interprofessionalism | Acting from a broad perspective and collaborating in a multidisciplinary network as a prerequisite for work as a master professional. |
| Impact | Impact of the goal towards which the master professional works. When researching and solving practical issues, the result is an embedded effect (impact) in professional practice and the broader professional domain. |
Examples of behaviour
Table 10
Description of some examples of behaviours for the professional skill Academic standard.
| Targeted interaction | |
|---|---|
| Mastery | You recognize opportunities and risks and ensure implementation, commissioning and management, and can place these in a broader context. You can project possible future changes and challenges and design generic solutions accordingly You can act as a global citizen taking into account different international and cultural perspectives. |
| Investigative ability | You are able to maintain the required methodological rigor even when information is unclear or limited. You create generic designs, interventions and solutions that contribute to knowledge creation and innovation within the context of the challenge as well as the knowledge domain. |
| Interprofessionalism | You can operate in new or unfamiliar circumstances within a multidisciplinary context. You contribute to the knowledge development of theory and practice in your field of expertise. You develop and maintain professional networks. |
| Impact | You identify the relation between practical challenges and their conceptual contexts. Your methodologies are based on documented available sources. Your work shows a drive towards generalisation. |