To bridge the Gap between the Master in Communication Studies and the Labour Market through Work-based Learning and the development of Career Competences: a Competence-Maturation-Model (COM)”

What are your goal(s)/question(s)/problem(s)? (maximum 150 words)

The Master's degree programs at Flemish Universities are based on the "Decree on the restructuring of higher education in Flanders' (04/04/2003), that aims to bring students to an advanced level of prejudice knowledge and skills required for scientific or artistic functioning in general and to a specific domain of the sciences or the arts in particular, is necessary for the independent exercise of the sciences or the arts, or for the use of scientific or artistic knowledge independently in a profession or group of professions .
The title of my dissertation is at the same time my goal: "To bridge the Gap between the Master in Communication Studies and the Labour Market through Work-Based Learning and the development of Career Competences: a Competence-Maturation-Model (COM)."
The central research question goes: "How can we optimize the development of career competences during work-based learning in a master program of Communication Studies?"

How relevant are your results to the wider population (outside of your sample)? (maximum 150 words) *

A well developed apprenticeship training model could be a quality label for the labour market. Simultaneously, the completion of an internship in this academic program of Communication Sciences, and by extension in any academic program of Human Sciences can increase job opportunities for graduates.
But how do we prepare our Master students optimally for the labour market? It is extremely important that all students develop their career competencies during their internship so they are able to explicate them and communicate about them with their future employer.
The title of this project reflects the key premise that a more integrated approach, adopted by all education and training systems, higher education included, can make lifelong learning a reality in the interest of the learners and employers. Therefore, we are convinced that, once the Competence-maturation-Model is validated and tested, it can easily be used in any academic Master program of Human Sciences.

Is your design/report transparent, reliable and explicit? (maximum 150 words)

Starting from the central research question we can make a qualitative research design. This study aims to relate existing meanings, beliefs, theories and action patterns into (new) relationships with each other, so that new insights and applications can be developed.
We propose a phased approach, involving exploration, construction, validation and application alternating and supporting each other, using methods like policy analysis, literature study, design analysis, the Delphi method, focus group interviews, depth interviews and qualitative assessment study.

How are you contributing to a growing body of knowledge? (maximum 150 words)

Given the current global economic climate, the upgrade, adaptation and growth of knowledge and skills and competence portfolio of individuals, who will fill the jobs of tomorrow, is one of the greatest challenges facing Europe and Belgium as Member State (Belgian Presidency of the Council of the European Union on Education and Training, 2010). The research based insights gained with the construction of the Competence-Maturation-Model, are of a multidisciplinary nature.

How comprehensible and accessible are your results? (maximum 150 words)

The Competence-Maturation-Model finds its practical application into internship guidelines for students and mentors and a balanced internship evaluation tool for both mentor and supervisor of the university.

How does your study contribute to the improvement of educational practice and learning? (maximum 150 words)

The Strategic Framework for European cooperation in education and training (Education and Training 2020) (European Commission, 2009) outlines that "European cooperation in education and training for the period up to 2020 should be established in the context of strategic framework spanning education and training systems as a whole in a lifelong learning perspective". The focus throughout this study is on a micro level on the Master studies in Communication and on a macro level on Flanders aim to achieve the European targets. The Flemish Community of Belgium, Education Department acts upon this advice in the decree on the Flemish qualification structure (Vlaamse Regering, 2009); the coordination is in hands of the Flemish Interuniversity and College Council (VLUHR) to define the learning outcomes for every discipline in higher education in Flanders. (Vlaamse Hogeschoolraad, 2010). The VLIR-VLOHRA Steering Committee accomplished the Learning Outcomes among other, for the field of 'Communication' in 2010.


How are you going to make your session interactive? (Please make sure that you plan for time for interaction and think of creative ways to involve participants.) (maximum 150 words)

The participants can do a sorting exercise (on cards) by matching the (specific) learning outcomes of the master degree program of Communication Studies to the (general) Career Competences, in order to discuss the possible different ways to bridge from specific outcomes to general competences.