Making progress comprises (re-)designing education as well as keeping track of results. But how can you know that you are making progress? Summarizing the general process of educational design and specific models for curriculum re-design we propose the following three-step approach:
Step 1. Reformulate the (university’s) objectives into questions concerning the current situation (today) and the desired situation in the future
Step 2. Make the answers to the questions measurable
Step 3. Use the answers as input for further (re-)design
For example:
1) To what extent are students trained in a broad range of skills today and in the future? Examples of measurable answers: (%) cognitive – interpersonal – intrapersonal skills in the program; (%) skills in the curriculum/offered co-curricular/extra-curricular
2) To what extent are transferable skills included in the graduate attributes today and in the future? Examples of measurable answers: (%) graduate attribute describe transferable skills
3) How do programmes link transferable skills to academic skills today and in the future?Examples of measurable answers: by (x) discipline specific skills training
4) How is students’ inquisitive attitude stimulated today and in the future? Examples of measurable answers: by incorporating (x) inquiry projects; by working on interdisciplinary problems in lectures