AbstractThis study has its origins in the personal and professional challenge to acquire theoretical under-standing in the process of transfer of knowledge and skills of a master's student in Communication Studies at the labour market and to design practical tools to facilitate this process.
In order to come to a central definition of the problem we showed at first the relationship between the educational sector and the working field, we tried to justify why we need a bridge between them. We placed the vision of the European and Flemish policy in the current social developments, we analyzed the interpretation of the academic institution and the reaction of the academic education. Out of the central problem we deduce our research question: How can we facilitate the transfer of the domainspecific knowledge and skills of the Master of Communication Studies at the labour market?
Secondly we examined what pillars of competencies are needed in order to bear our bridge to make transfer between academic education and working field possible. We clarified the academic debate on competency-based education, we declared the policy positions on competence development and we highlighted competency-based learning at the university and in particular within the program of Communication Studies. We came to the first proposition.
Then we went deeper into the transfer process itself and we looked for cornerstones of a competen-cy-based academic program. What conditions stipulate Europe and Flanders, what initiatives take the Flemish universities and what actions take academic education in Communication Studies? We formulated a second proposition.
In order to answer the research question and to ratify the propositions we planned 'educational communication design research' where we stared from the three phases of Educational Design Re-search, being analysis & exploration, design & construction, evaluation & reflection, in a flexible, itera-tive structure, with the dual focus on theoretical and practical recommendations and with the ul-timate aim to achieve a 'Competency Maturation Model' and its practical tools that make implemen-tation possible.
During the analysis & exploration phase, we defined our participants - experts and students - we captured our procedures and instruments in form and content of a Delphi study and focus group discussions, we determined our various data analysis methods, and we fit in the role of the re-searcher during this process. An insight orientation and a study of literature enabled to verify our previously formulated propositions.
The design & construction phase includes two sub-studies: the design of a theoretical internship model - prototype of conceptual model for developing competency training model (COM) - and the development of practical tools. The COM was developed for the transfer of domainspecific knowledge and skills that have been acquired during academic training to the workplace and to devel-opment career competencies and working skills during the internship so that students find out as much as possible on their future careers. We developed tools like the 'COM questionnaire' and ac-tion research, which should enable students to make the transfer and to monitor and evaluate their work attitudes, their performance and their growth critically through their logs in their portfo-lio.
Finally, we considered our results in the evaluation & reflection phase: we conducted discussion, drew conclusions and made recommendations.
|Date of Award||8 Sep 2014|
|Supervisor||Herlinda Van Looy (Promotor), Katie Goeman (Co-promotor) & Wendy Van den Broeck (Jury)|
- learning outcomes