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Research Questions1) How do honours students behave when collaborating with regular students?2) Which factors affect whether honours students dare to stand out?
This paper presents the application of theories and experiences in the day-to-day environment of honours education in a so-called honours learning environment. In 2009, Windesheim University of Applied Sciences (UAS) started with honours education. An important question from the start was: what characterizes the honours learning environment? Based on experience, knowledge exchange and input from theory, the honours learning environment was developed, which is the fundament of honours and talent development at Windesheim UAS. The eight characteristics are illustrated by animations and explanations based on scientific studies.
This thesis contributes to the knowledge and insights regarding the competenciesdescribing a highly talented international business professional – here managersand leaders – according to professionals themselves, resulting in a competencyframework or profile related to talent. In addition, international perspectives onthe competencies of talented international business professionals are obtained,which will contribute to better alignment of honours programmes in international business education with expectations from the field.
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PurposeHonours programs prepare talented students to become future excellent professionals . However, competences defining an excellent professional have not been elucidated yet. We investigated how professionals characterize an excellent communication professional, aiming to develop a competence profile to guide honours education at Communication Institute of Hanze University of Applied Sciences.Conceptual frameworkThe amount of freedom in honours education is an important aspect distinguishing honours from regular programms. However, also for honoursstudents an amount of structure is needed. Explicit learning goals are an effective way to offer structure and enhance performance (Locke & Latham, 2006). Competence profiles can direct these learning goals in honours education. Research questions and designWe performed empiric research to understand how professionals characterize an excellent communication professional and implemented this competence profile in honours education. One year after implementation, perceptions of students and staff on the profile and its implementation were analysed.Using a mixed-method approach, three focus group discussions were conducted with communication professionals (N=16), followed by a Delphi panel with experts (N=30). In each focus group, professionals discussed competences and behaviors characterizing an excellent communication professional. After validation, the profile was implemented in the honours programme. One year after implementation, students and staff evaluated the use of the profile.Data collection and analysisAll focus group sessions were recorded and transcribed. Analysis was done by two researches independently, using open coding on ATLAS ti., based on the grounded theory method. In a consensus meeting, a concept profile was developed. This concept profile was validated through a Delphi survey with Dutch experts to achieve a quantifiable consensus. One year after implementation, perceptions of students and staff on the profile and its implementation were collected and analysed.Results Data clarify that in addition to possessing solid technical skills and practical knowledge, excellent communication professionals are differentiated by their capacity to be strategic, empathic, expressive, decisive and to see patterns and interrelationships. In a second phase, honours faculty used the excellent professional profile as a benchmark to develop a set of six undergraduate level learning outcomes to structure the honours programme and assessment standards. For each of these learning outcomes, smaller developmental milestones were defined to help students gauge their development and reflect on their progress during three honours years. A digital assessment tool was created to monitor student growth and structure annual summative assessment processes. One year following creation and application, students and staff were asked to evaluate the implementation of the excellence profile and learning outcomes. Results are discussed in terms of implications for both curriculum design, operational effects and assessment quality. Conclusions This research promotes an connection between the professional field and educators, resulting in curricular changes. The implemmentation 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. This exchange between professional field and educators can lead to new standards needed to face future challenges.Theoretical/Practical implications This is the first empiric study profiling the excellent communication professional. Practical relevance of this profile is twofold. For the work field, it 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. In this presentation we explain 1) the research conducted to develop a competence profile for the excellent communication professional, 2) how it was subsequently used to guide curricular development and 3) the experiences concerning implementation by staff and students one year following implementation.
Honours programs are selective programs that offer challenging educational opportunities for talented students who are willing and able to do more than regular programs offer them (Wolfensberger et.al.,2012). For optimal learning, these programs should focus on three dimensions of teaching approaches: community building; enhancing academic competence, and offering freedom. The amount of freedom in honours education is the most distinguishing aspect from regular programs (Wolfensberger,2012), however, also for honoursstudents an amount of structure is needed to enhance engagement (Lang et.al.,2010) and performance (Locke & Latham,2006; DeShon & Alexander,1996). Explicit learning outcomes can be a way to provide this strucure. In the Netherlands, honours programs of Higher Education Institutions (HEI) aim to prepare students to become the excellent professional of the future. Since it is not clear which competencies define this excellent professional, each institution determines the learning outcomes for their honours students. For instance, Hanze University of Applied Sciences (UAS) focusses on how the working field defines an excellent professional, developing an evidence-based competency profile specific for each discipline. Rotterdam UAS, developed the profile for Innovative Action for all disciplines, and Saxion UAS established the Reflective Professional profile to define learning outcomes for their honours students, both based on literature research. In a collaborative project, these three aforementioned HEI gathered honours programs descriptions of 8 HEI to assess overlapping competences they adopt as learning outcomes for honours students. Preliminary results indicate substantial overlap and an alignment between working field perceptions and available literature.In this session, the following issues will be discussed: •The added value and content of competency profiles defining learning outcomes in honours education;•how specific these profiles should be (discipline-specific or general);•the added value and possibility of a shared (inter)national honours competency profile;•potential risks: limiting freedom in honours education, cultural differences regarding definition of excellence. Description of the session (100 words): the session starts as focus group discussion facilitated by a moderator and concentrating on the question: Which competences / learning outcomes should honours programs concentrate on? Aim is to explore opinions and views of the participants. Afterwards three higher education institutes present shortly the competencies and learning goals they adopt. Next, a round table discussion takes place, based on statements. Participants choose their position (pro or con) before the discussion starts, discus their views, and indicate afterwards whether their opinion is changed. Aim is to indicate pro’s and con’s for (inter)national uniform honours competences and learning goals.
Honours programs prepare talented students to become the excellent professionals of the future. However, the behavioral aspects which define an excellent professional have not been elucidated yet. We therefore performed a research study on how professionals characterize an excellent professional in their own field.Three consecutive focus group discussions were conducted with 5-12 professionals from ICT; Life Sciences and Technology; and achitecture, built environment and civil engineering. In these discussions, perceptions on professional excellence in their field were revealed. The discussions were recorded and transcribed, and the data was analysed by two researchers, independently, using ATLAS ti. In a consenus meeting, a concept profile was set up, which was validated through a Delphi survey with selected experts from each professional field. In total, profiles for 14 professional field have been developed. The profiles contain generic, as well as, domain specific aspects. These profiles are implemented into the corresponding honours programs, improving the transition from educational programs to professional practice.
In September 2009 the department of Engineering of Fontys University of Applied Sciences in the Netherlands has started a pilot honours program for excellent engineering students called PRogram OUstanding Development (PROUD). Aim of this program is to give those engineering students, who have the ambition, the opportunity to work on extra profession related challenges in their study. By means of this PROUD program Fontys University of Applied Sciences is responding to the wishes of students for extra curricular activities and increasing need from the industry for excellent professionals with an extra level of theoretical knowledge and practical experience. In this paper the courses offered at the Engineering department of the Fontys University of Applied Sciences are discussed. Different study possibilities/routings for students were developed depending on earlier acquainted competences, adaptation abilities to our system (special possibilities for slow starters) and tracking and tracing by intensive study coaching. This resulted in an improvement of the yield of students to 74% of students started in 2008. After working successfully on reducing the drop out rate of our engineering students the department focused on possibilities for excellent students. The department started the PROUD pilot together with engaged engineering students. In 2008 engineering students have carried out a research among their fellow students, lecturers, other institutes [1] and industry. This resulted in a quite different approach of an honours program for the department of Electronic and Electrical Engineering. In the PROUD program the student is stimulated to personally shape his educational career and to explicitly work on developing his own competences. The PROUD excellent program starts after the first year and extends to at least 3 semesters in the following years. The student, guided by a supervisor and outside the regular study time, is working on building an excellent portfolio at the university as well as in industry. During this period the PROUD student will work in industry one day a week in average. This is on top of his bachelor educational program. The students will receive an excellent honours certificate together with their bachelor's degree at the end of the study to express their honourable work. Each year about 20 students apply for a place in PROUD but thus far only about 3-4 passed the first interview round. It turns out that student, university and industry are eager to participate in this PROUD program.
In honours programmes, teachers face the task of designing courses in which students feel challenged and learn from accomplishing demanding assignments. The aim of this study was to investigate students’ and teachers’ perceptions of challenge and learning in an honours programme. From 2016 to 2019, students and teachers rated the learning activities during the programme and explained their ratings. The results showed that in the first two years, teachers estimated challenge and learning significantly higher than the students did. However, both students and teachers viewed the tasks as the factor with the strongest impact on challenge and learning. In the first year, students also identified group dynamics as challenging and a source for learning. Enhancing task complexity and supporting group dynamics are the main factors to adjust the level of challenge in an honours programme. Monitoring students’ and teachers’ perceptions can help to adapt the programme to improve students’ learning.
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