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Competency Model: the Competencies Fostered in our Training Offer

Ghent University’s training offer for individual lecturers (developed by the Education and Study Programme Support Team) aims to foster your teaching competencies. Among other things, it comprises:

  • didactic competencies we consider an essential prerequisite for premium-quality education. These competencies contain a growth perspective and are used in education support initiatives as a starting point for self-reflection and further development. They do not serve as a means for assessment,
  • a non-exhaustive list of competencies open to differentiation, allowing lecturers to deepen their knowledge of and specialise in specific competencies;
  • competencies that are based on the Dutch-Flemish Basic Teaching Qualification (in Dutch: Basiskwalificatie Onderwijs - BKO), the UK Professional Framework Standards for Higher Education Lecturers and Ghent University’s career policy for the professorial staff (in Dutch: ZAP). 

 

Competency Area

Competencies

1. Designing Education  

  • designing course units with an eye for their place in the curriculum and the correlation with other course units;

  • defining the final competencies (learning outcomes) of one’s course units, in alignment with the programme competencies, and policy choices made at the study programme, faculty and university level;

  • creating a robust learning environment that is at once well-suited to the student population, didactic principles and policy choices;

  • developing “studiable” and research-based study materials that include international and socially relevant perspectives;

  • involving (international) stakeholders in education design.

2. Providing Education 
  • using a broad repertoire of interactive and active teaching methods to offer all students the learning opportunities to acquire the predefined competencies;
  • encouraging students to adopt an active and socially committed study and research attitude;
  • creating a safe and structured learning environment for all students based on a positive attitude towards students;
  • showing enthusiasm for one's academic discipline and teaching activities;
  • communicating transparently with students about a course unit’s intended learning outcomes, approach, planning and assessment requirements.

3. Coaching (Groups of) Students
  • giving students constructive feedback during and after the learning process;
  • encouraging students by drawing on their talents and qualities;
  • adequately tailoring student supervision to their specific needs;
  • referring students with specific problems to the appropriate contact persons or organisations when these problems exceed one’s counselling options.

4. Assessing Students
  • using valid, reliable and transparent assessment (methods) following the study programme’s, faculty’s and university’s assessment policy;
  • ensuring all students can demonstrate the acquired competencies in an assessment as much as possible.

5. Optimising Education and Lifelong Learning
  • critically reflecting on one's education views, teaching practice and teaching qualities;
  • taking specific initiatives for education-related professional development.

6. Taking responsibility at team, programme, faculty, and university level
  • co-ordinating teaching and assessment practice with colleagues at the level of the course unit, curricular strand, study programme or faculty;
  • taking final responsibility for the execution of teaching and assessment assignments by other lecturers in course units of which one is the lecturer-in-charge;
  • helping to shape study programme vision, study programme competencies, curriculum and assessment within the study programme;
  • playing an active role in education policy and quality assurance at the study programme, faculty or university level;
  • adopting a pioneering role in education innovation at the team, study programme, faculty or university level.

Want to Know More? 

The competency model for individual lecturers serves not only as the foundation for various education support initiatives but also as an inspiration for:

  • the Observation and Discussion Guide used during trial lectures for the recruitment of new professorial staff;
  • the Discussion Guide for Education for HR committees during integration and feedback interview.

 

Consult the resources we used to write this Education Tip:

  • Ghent University policy documents on education policy, assessment policy, education quality assurance and career policy.
  • UK Professional Standards Framework for Teaching and Supporting Learning in Higher Education (2011)
  • Professional Development for University Lecturers. The BKO and Beyond (VSNU, 2018).
  • TIGELAAR, D.E.H., DOLMANS, D.H.J.M., WOLFHAGEN, I.H.A.P. & VAN DER VLEUTEN, C.P.M. (2004). The Development and Validation of a Framework for Teaching Competencies in Higher Education. Higher Education, 48, 253-268.
  • SIMON, E., & PLESCHOVÁ, G. (Eds.). (2012). Teacher Development in Higher Education: Existing Programs, Program Impact, and Future Trends. London: Routledge.

Last modified Jan. 23, 2025, 1:45 p.m.